INDIVIDUALIZED EDUCATION PROGRAM (IEP) Section 6 … · INDIVIDUALIZED EDUCATION PROGRAM (IEP)...
72
PPS Department of Special Education Individualized Education Program 6.1 Revised: September 2003 INDIVIDUALIZED EDUCATION PROGRAM (IEP) Section 6 TABLE OF CONTENTS OREGON LAW AND PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – POLICIES AND PROCEDURES........................................................................................................... 6.3 PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – OPERATIONS ............................. 6.23 Individualized Education Program (IEP) Purpose ....................................................... 6.25 Special Education Service Delivery Models................................................................. 6.26 Participants in IEP Meetings .......................................................................................... 6.27 Parent Notices, IEPs and Discussions at Meetings in the Parent’s Native Language............................................................................................................... 6.28 Teacher Attendance at IEP Meetings – Contract Provisions...................................... 6.30 Unit Member Documentation of IEP Writing and/or IEP Conferencing ..................... 6.32 Annual IEP Worksheet .................................................................................................... 6.33 Pro-Active Approaches to Successful IEP/IFSP Meetings ......................................... 6.34 IEP Meeting Rules ........................................................................................................... 6.35 Drafting IEP Goals and Objectives ................................................................................ 6.36 Revising an IEP ................................................................................................................ 6.38 Checklist of IEP Components ........................................................................................ 6.40 Completion Dates of Annual IEPs.................................................................................. 6.41 Health Services and the IEP ........................................................................................... 6.42 Oregon Department of Education Q&A on Modified Grading and Report Cards .... 6.43 Prior Notice of Graduation and Termination of Services ........................................... 6.47 Extended School Year (ESY) – General Information and Considerations................ 6.48 Glossary of Terminology for ESY.................................................................................. 6.49 ESY Guidelines for Determining Regression / Recoupment ...................................... 6.50 ESY District Timelines Calendar ................................................................................... 6.51 ESY Checklist .................................................................................................................. 6.52 ESY Flow Chart ................................................................................................................ 6.53 Extended School Year Data (C-ESY Data) .................................................................... 6.54 Individualized Education Program ESY Addendum (C-ESY pages 1 and 2) ............ 6.55 Portland Public Schools Special Education ESY Registration.................................. 6.57 ESY Contract Program Request .................................................................................... 6.58 ESY Materials and Equipment ....................................................................................... 6.59 Use of Tape Recorders During IEP Meetings............................................................... 6.60 PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – RESOURCES .............................. 6.61 OSEP Brief: Regular Education Teachers as IEP Team Members ........................... 6.63
Transcript of INDIVIDUALIZED EDUCATION PROGRAM (IEP) Section 6 … · INDIVIDUALIZED EDUCATION PROGRAM (IEP)...
PPS Department of Special Education Individualized Education Program
6.1 Revised: September 2003
INDIVIDUALIZED EDUCATION PROGRAM (IEP)Section 6
TABLE OF CONTENTS
OREGON LAW AND PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – POLICIESAND PROCEDURES...........................................................................................................6.3
PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – OPERATIONS.............................6.23Individualized Education Program (IEP) Purpose .......................................................6.25Special Education Service Delivery Models.................................................................6.26Participants in IEP Meetings ..........................................................................................6.27Parent Notices, IEPs and Discussions at Meetings in the Parent’s Native
Language...............................................................................................................6.28Teacher Attendance at IEP Meetings – Contract Provisions......................................6.30Unit Member Documentation of IEP Writing and/or IEP Conferencing.....................6.32Annual IEP Worksheet ....................................................................................................6.33Pro-Active Approaches to Successful IEP/IFSP Meetings .........................................6.34IEP Meeting Rules ...........................................................................................................6.35Drafting IEP Goals and Objectives ................................................................................6.36Revising an IEP................................................................................................................6.38Checklist of IEP Components ........................................................................................6.40Completion Dates of Annual IEPs..................................................................................6.41Health Services and the IEP...........................................................................................6.42Oregon Department of Education Q&A on Modified Grading and Report Cards ....6.43Prior Notice of Graduation and Termination of Services ...........................................6.47Extended School Year (ESY) – General Information and Considerations................6.48Glossary of Terminology for ESY..................................................................................6.49ESY Guidelines for Determining Regression / Recoupment ......................................6.50ESY District Timelines Calendar ...................................................................................6.51ESY Checklist ..................................................................................................................6.52ESY Flow Chart................................................................................................................6.53Extended School Year Data (C-ESY Data)....................................................................6.54Individualized Education Program ESY Addendum (C-ESY pages 1 and 2) ............6.55Portland Public Schools Special Education ESY Registration..................................6.57ESY Contract Program Request ....................................................................................6.58ESY Materials and Equipment .......................................................................................6.59Use of Tape Recorders During IEP Meetings...............................................................6.60
PORTLAND PUBLIC SCHOOLS SPECIAL EDUCATION – RESOURCES ..............................6.61OSEP Brief: Regular Education Teachers as IEP Team Members ...........................6.63
PPS Department of Special Education Individualized Education Program
6.2 Revised: September 2003
IEP Team Communication..............................................................................................6.65Recommendations for Effective Team Decision Making............................................6.66IEP Team Participants: Questions and Answers ........................................................6.67
PPS Department of Special Education Individualized Education Program
6.3 Revised: September 2003
INDIVIDUALIZED EDUCATION PROGRAMSection 6
Oregon Law and
Portland Public SchoolsSpecial Education
POLICIES AND PROCEDURES
PPS Department of Special Education Individualized Education Program
6.4 Revised: September 2003
[This page intentionally left blank.]
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.5
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
OA
R 5
81-0
15-0
064
IEP
Eff
ecti
ve D
ates
an
d Im
ple
men
tati
on
(1)
An
IEP
sha
ll:(a
) B
e w
ritte
n be
fore
spe
cial
edu
catio
n is
pro
vide
d to
a c
hild
;(b
) B
e im
plem
ente
d as
soo
n as
pos
sibl
e fo
llow
ing
the
mee
tings
hel
d un
der
OA
R 5
81-0
15-0
065;
and
(c)
Be
in e
ffect
at t
he b
egin
ning
of e
ach
scho
ol y
ear.
(2)
The
sch
ool d
istr
ict s
hall:
(a)
Ens
ure
that
the
IEP
is a
cces
sibl
e to
eac
h re
gula
r ed
ucat
ion
teac
her,
spec
ial e
duca
tion
teac
her,
rel
ated
ser
vice
pro
vide
r an
d ot
her
serv
ice
prov
ider
who
is r
espo
nsib
le fo
r its
impl
emen
tatio
n; a
nd(b
) In
form
eac
h te
ache
r an
d pr
ovid
er d
escr
ibed
in (
2)(a
) of
his
or
her
spec
ific
resp
onsi
bilit
ies
for
impl
emen
ting
the
child
's IE
P a
nd th
e sp
ecifi
cac
com
mod
atio
ns, m
odifi
catio
ns a
nd s
uppo
rts
that
mus
t be
prov
ided
for
oron
beh
alf o
f the
chi
ld in
acc
orda
nce
with
the
IEP
.(3
) S
choo
l dis
tric
ts:
(a)
Sha
ll pr
ovid
e sp
ecia
l edu
catio
n an
d re
late
d se
rvic
es to
a c
hild
with
adi
sabi
lity
in a
ccor
danc
e w
ith a
n IE
P; a
nd(b
) M
ake
a go
od fa
ith e
ffort
to a
ssis
t the
chi
ld to
ach
ieve
the
goal
s an
dsh
ort-
term
obj
ectiv
es li
sted
in th
e IE
P. H
owev
er, n
o sc
hool
dis
tric
t, te
ache
ror
oth
er p
erso
n sh
all b
e he
ld a
ccou
ntab
le if
, des
pite
goo
d fa
ithim
plem
enta
tion,
a c
hild
doe
s no
t ach
ieve
the
grow
th p
roje
cted
in th
e an
nual
goal
s an
d sh
ort-
term
obj
ectiv
es.
(4)
Not
hing
in th
is r
ule
limits
a p
aren
t's r
ight
to a
sk fo
r re
visi
ons
of th
e ch
ild's
IEP
or
to in
voke
due
pro
cess
pro
cedu
res.
[Fed
eral
Reg
ulat
ions
: 34
CF
R 3
00.3
42 a
nd 3
00.3
50]
OA
R 5
81-0
15-0
703
Sta
te IE
P F
orm
s
(1)T
he D
epar
tmen
t sha
ll de
velo
p an
d re
vise
, as
appr
opria
te, a
sta
ndar
d
I. G
ener
al IE
P in
form
atio
n
A.
An
IEP
is in
effe
ct fo
r ea
ch e
ligib
le s
tude
nt:
1.B
efor
e sp
ecia
l edu
catio
n an
d re
late
d se
rvic
es a
re p
rovi
ded
to a
stud
ent,
and
2.
At t
he b
egin
ning
of e
ach
scho
ol y
ear.
B.
For
all
IEP
’s d
evel
oped
on
or a
fter
Sep
tem
ber
7, 2
000,
the
dist
rict
uses
:
1.
An
IEP
form
ado
pted
by
the
Sta
te B
oard
of E
duca
tion,
or
2.
An
IEP
form
that
has
bee
n ap
prov
ed b
y th
e O
rego
n D
epar
tmen
tof
Edu
catio
n.
C.
An
IEP
is im
plem
ente
d as
soo
n as
pos
sibl
e fo
llow
ing
the
IEP
mee
ting.
D.
The
dis
tric
t pro
vide
s al
l the
spe
cial
edu
catio
n an
d re
late
d se
rvic
es,
incl
udin
g pr
ogra
m m
odifi
catio
ns, s
uppo
rts,
and
/or
supp
lem
enta
ryai
ds a
nd s
ervi
ces,
iden
tifie
d on
the
IEP
.
E.
The
dis
tric
t mak
es a
goo
d fa
ith e
ffort
to a
ssis
t the
stu
dent
to a
chie
veth
e an
nual
goa
ls a
nd s
hort
-ter
m o
bjec
tives
iden
tifie
d on
the
IEP
.T
he d
istr
ict w
ill n
ot b
e he
ld a
ccou
ntab
le if
, des
pite
goo
d fa
ithim
plem
enta
tion,
a s
tude
nt d
oes
not a
chie
ve th
e an
ticip
ated
pro
gres
sid
entif
ied
on th
e IE
P.
F.
The
IEP
will
be
acce
ssib
le to
eac
h of
:
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.6
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
form
for
the
deve
lopm
ent,
revi
ew a
nd r
evis
ion
of a
n in
divi
dual
ized
edu
catio
npr
ogra
m.
(2)T
he D
epar
tmen
t sha
ll pe
riodi
cally
dis
trib
ute
the
stan
dard
form
to a
llsc
hool
dis
tric
ts.
(3)E
ach
scho
ol d
istr
ict s
hall
use
the
form
in th
e de
velo
pmen
t, re
view
and
revi
sion
of a
ll IE
Ps
deve
lope
d on
or
afte
r S
epte
mbe
r 7,
200
0, u
nles
s an
alte
rnat
e fo
rm is
app
rove
d un
der
OA
R 5
81-0
15-0
704.
[OR
S 3
43.1
51]
OA
R 5
81-0
15-0
704
Ap
pro
val o
f A
lter
nat
e IE
P F
orm
s
(1)
A s
choo
l dis
tric
t may
use
an
alte
rnat
e fo
rm in
the
deve
lopm
ent,
revi
ewan
d re
visi
on o
f IE
Ps
if th
e D
epar
tmen
t app
rove
s th
e al
tern
ate
form
.(2
) T
he D
epar
tmen
t sha
ll de
velo
p cr
iteria
for
appr
oval
of s
ubm
itted
alte
rnat
efo
rms.
The
se c
riter
ia s
hall
incl
ude,
but
not
be
limite
d to
:W
heth
er th
e al
tern
ate
form
mee
ts th
e re
quire
men
ts fo
r th
e co
nten
ts o
f an
IEP
und
er O
AR
s 58
1-01
5-00
68, 5
81-0
15-0
102,
and
581
-015
-056
8; a
ndW
heth
er u
se o
f the
alte
rnat
e fo
rm w
ill r
educ
e un
nece
ssar
y or
con
fusi
ngpa
perw
ork.
(3)
The
Dep
artm
ent m
ay e
stab
lish
date
s fo
r su
bmis
sion
of t
he a
ltern
ate
form
for
appr
oval
.(4
) W
ithin
10
days
of t
he e
stab
lishe
d da
te o
f sub
mis
sion
of t
he a
ltern
ate
form
for
appr
oval
, the
Dep
artm
ent s
hall
deci
de;
(a)
Whe
ther
the
alte
rnat
e fo
rm is
app
rove
d or
dis
appr
oved
; and
(b)
Any
con
ditio
ns th
at a
pply
to th
e us
e of
the
alte
rnat
e fo
rm.
(5)
The
sch
ool d
istr
ict m
ay a
sk fo
r a
reco
nsid
erat
ion
of th
e de
cisi
on w
ithin
30 d
ays
of r
ecei
ving
the
Dep
artm
ent’s
dec
isio
n in
sub
sect
ion
(4).
The
Dep
artm
ent w
ill is
sue
a w
ritte
n re
spon
se to
the
dist
rict o
f the
reco
nsid
erat
ion
with
in 3
0 da
ys o
f rec
eivi
ng th
e re
ques
t.
1.T
he s
tude
nt's
reg
ular
edu
catio
n te
ache
r(s)
;
2.T
he s
tude
nt's
spe
cial
edu
catio
n te
ache
r(s)
; and
3.T
he s
tude
nt's
rel
ated
ser
vice
s pr
ovid
er(s
) an
d ot
her
serv
ice
prov
ider
(s).
G.
The
dis
tric
t ens
ures
that
eac
h te
ache
r an
d se
rvic
e pr
ovid
er is
info
rmed
of t
heir
spec
ific
resp
onsi
bilit
ies
for
impl
emen
ting
the
IEP
spec
ific
acco
mm
odat
ions
, mod
ifica
tions
, and
/or
supp
orts
that
mus
tbe
pro
vide
d fo
r, o
r on
beh
alf o
f the
stu
dent
, to
fully
impl
emen
t the
IEP
.
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.7
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
(6)
If th
e sc
hool
dis
tric
t cha
nges
or
mod
ifies
the
appr
oved
alte
rnat
e fo
rmth
ey m
ust s
ubm
it th
e fo
rm fo
r ap
prov
al p
rior
to it
s us
e.(7
) T
he d
ecis
ions
of t
he D
epar
tmen
t sha
ll be
fina
l.
[OR
S 3
43.1
51]
OA
R 5
81-0
15-0
065
IEP
Mee
tin
gs
and
Tim
elin
es
(1)
A s
choo
l dis
tric
t sha
ll co
nduc
t a m
eetin
g to
dev
elop
an
initi
al IE
Pw
ithin
30
cale
ndar
day
s of
a d
eter
min
atio
n th
at th
e ch
ild n
eeds
spec
ial e
duca
tion.
(2)
A s
choo
l dis
tric
t sha
ll in
itiat
e an
d co
nduc
t mee
tings
to r
evie
w a
ndre
vise
as
appr
opria
te e
ach
child
's IE
P p
erio
dica
lly b
ut a
t lea
st o
nce
ever
y 36
5 da
ys:
(a)
To
dete
rmin
e w
heth
er th
e an
nual
goa
ls fo
r th
e ch
ild a
re b
eing
achi
eved
; and
(b)
To
revi
se th
e IE
P a
s ap
prop
riate
to a
ddre
ss:
(A)
Any
lack
of e
xpec
ted
prog
ress
tow
ard
the
annu
al g
oals
des
crib
ed in
OA
R 5
81-0
15-0
068,
and
in th
e ge
nera
l cur
ricul
um, i
f app
ropr
iate
;(B
) T
he r
esul
ts o
f any
ree
valu
atio
n co
nduc
ted
unde
r O
AR
581
-015
-007
4;(C
) E
xist
ing
info
rmat
ion
abou
t the
chi
ld p
rovi
ded
to, o
r by
, the
par
ents
;(D
) T
he c
hild
's a
ntic
ipat
ed n
eeds
; or
(E)
Oth
er m
atte
rs.
(3)
A s
choo
l dis
tric
t sha
ll co
nduc
t an
IEP
mee
ting
mor
e fr
eque
ntly
than
ann
ually
if it
bel
ieve
s th
at a
cha
nge
in th
e IE
P m
ay b
ene
cess
ary
to e
nsur
e th
e pr
ovis
ion
of a
free
app
ropr
iate
pub
liced
ucat
ion
to th
e ch
ild.
(4)
A p
aren
t may
req
uest
a m
eetin
g at
any
tim
e to
rev
iew
or
revi
seth
e IE
P if
the
pare
nt b
elie
ves
that
:(a
) T
he s
choo
l dis
tric
t has
not
mad
e a
good
faith
effo
rt to
impl
emen
t the
IEP
;(b
) T
he IE
P is
not
effe
ctiv
e fo
r th
e ch
ild; o
r
II. I
EP
Mee
tin
gs
A.
The
dis
tric
t ini
tiate
s an
d co
nduc
ts IE
P m
eetin
gs a
t lea
st a
nnua
lly(e
very
365
day
s) fo
r th
e pu
rpos
e of
dev
elop
ing,
rev
iew
ing,
and
revi
sing
an
elig
ible
stu
dent
’s IE
P.
B.
IEP
mee
tings
are
con
duct
ed w
ithin
30
cale
ndar
day
s of
the
dete
rmin
atio
n th
at th
e st
uden
t nee
ds s
peci
al e
duca
tion
and
rela
ted
serv
ices
.
C.
Eac
h el
igib
le s
tude
nt’s
IEP
is r
evie
wed
and
rev
ised
at l
east
onc
e a
year
to d
eter
min
e w
heth
er a
nnua
l goa
ls fo
r th
e st
uden
t are
bei
ngac
hiev
ed, a
nd to
mak
e ne
cess
ary
revi
sion
s to
add
ress
:
1.A
ny la
ck o
f ant
icip
ated
pro
gres
s to
war
d an
nual
goa
ls a
nd/o
rpr
ogre
ss in
the
gene
ral c
urric
ulum
;
2.R
esul
ts o
f any
ree
valu
atio
n;
3.In
form
atio
n pr
ovid
ed a
bout
the
stud
ent t
o or
by
the
pare
nt;
antic
ipat
ed n
eeds
; and
4.O
ther
mat
ters
rel
ated
to th
e st
uden
t’s s
peci
al e
duca
tion
need
s.
D.
The
dis
tric
t con
duct
s an
IEP
mee
ting
any
time
it be
lieve
s th
at a
chan
ge in
the
IEP
may
be
nece
ssar
y to
ens
ure
FA
PE
to th
e st
uden
t.
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.8
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
(c)
The
re is
ano
ther
rea
son
for
revi
ew.
(5)
In r
espo
nse
to a
par
ent r
eque
st fo
r an
IEP
mee
ting,
the
scho
oldi
stric
t sha
ll:(a
) H
old
an IE
P m
eetin
g w
ithin
a r
easo
nabl
e tim
e; o
r(b
) P
rovi
de th
e pa
rent
with
prio
r w
ritte
n no
tice
of th
e di
stric
t's r
efus
al to
hol
dan
IEP
mee
ting
unde
r O
AR
581
-015
-007
5.
[Fed
eral
Reg
ulat
ion:
34
CF
R 3
00.3
43]
E.
Par
ents
may
req
uest
a m
eetin
g at
any
tim
e to
rev
iew
or
revi
se th
eIE
P if
they
bel
ieve
that
the
dist
rict h
as n
ot a
cted
in g
ood
faith
inde
velo
ping
or
impl
emen
ting
the
IEP
, if t
hey
feel
that
the
IEP
is n
otef
fect
ive,
or
for
any
othe
r re
ason
for
whi
ch a
rev
iew
wou
ld b
eap
prop
riate
.
F.
Whe
n th
e pa
rent
req
uest
s a
mee
ting
the
dist
rict w
ill e
ither
:
1.S
ched
ule
a m
eetin
g w
ithin
a r
easo
nabl
e tim
e, o
r
2.P
rovi
de w
ritte
n pr
ior
notic
e of
the
dist
rict’s
ref
usal
to h
old
am
eetin
g.
G.
If a
part
icip
atin
g ag
ency
fails
to p
rovi
de a
gree
d up
on tr
ansi
tion
serv
ices
con
tain
ed in
the
IEP
, an
IEP
mee
ting
is in
itiat
ed fo
r th
epu
rpos
e of
iden
tifyi
ng a
ltern
ativ
e st
rate
gies
to m
eet t
he tr
ansi
tion
obje
ctiv
es a
nd, i
f nec
essa
ry, r
evis
ing
the
IEP
.
H.
The
dis
tric
t pro
vide
s pr
ior
writ
ten
notic
e to
the
pare
nt u
pon
com
plet
ion
of th
e IE
P, a
nd b
efor
e im
plem
enta
tion
of IE
P s
ervi
ces,
if:
1.T
he IE
P c
hang
es th
e pr
ovis
ion
of F
AP
E to
the
stud
ent (
e.g.
,ad
ding
or
disc
ontin
uing
a s
peci
al e
duca
tion
or r
elat
ed s
ervi
ce);
or
2.T
he IE
P te
am r
efus
es a
par
ent r
eque
st fo
r a
chan
ge in
the
prov
isio
n of
FA
PE
to th
e st
uden
t.
581-
015-
0066
IEP
Tea
m
R
EVIS
ED
(1)
Sch
ool d
istr
icts
sha
ll en
sure
that
eac
h IE
P T
eam
mee
ting
incl
udes
the
III.
IEP
Tea
m m
emb
ers
A.
IEP
Tea
m m
embe
rs in
clud
e th
e fo
llow
ing:
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.9
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
follo
win
g pa
rtic
ipan
ts:
(a)
One
or
both
of t
he c
hild
's p
aren
ts, e
xcep
t as
prov
ided
in O
AR
581
-015
-00
67;
(b)
The
chi
ld w
here
app
ropr
iate
;(c
) A
t lea
st o
ne r
egul
ar e
duca
tion
teac
her
of th
e ch
ild, i
f the
chi
ld is
or
may
be p
artic
ipat
ing
in th
e re
gula
r ed
ucat
ion
envi
ronm
ent,
cons
iste
nt w
ithse
ctio
n (3
) of
this
rul
e;(d
) A
t lea
st o
ne s
peci
al e
duca
tion
teac
her
of th
e ch
ild o
r, if
app
ropr
iate
, at
leas
t one
spe
cial
edu
catio
n pr
ovid
er o
f the
chi
ld;
(e)
A r
epre
sent
ativ
e of
the
scho
ol d
istr
ict,
who
may
als
o be
ano
ther
mem
ber
of th
e te
am, w
ho is
:(A
) Q
ualif
ied
to p
rovi
de, o
r su
perv
ise
the
prov
isio
n of
, spe
cial
edu
catio
n;(B
) K
now
ledg
eabl
e ab
out t
he g
ener
al c
urric
ulum
;(C
) K
now
ledg
eabl
e ab
out d
istr
ict r
esou
rces
; and
(D)
Aut
horiz
ed to
com
mit
dist
rict r
esou
rces
and
ens
ure
that
ser
vice
s se
t out
in th
e IE
P w
ill b
e pr
ovid
ed.
(f)
An
indi
vidu
al, w
ho m
ay a
lso
be a
noth
er m
embe
r of
the
team
, who
iskn
owle
dgea
ble
abou
t the
chi
ld's
dis
abili
ty a
nd w
ho c
an in
terp
ret t
hein
stru
ctio
nal i
mpl
icat
ions
of t
he e
valu
atio
n re
sults
;(g
) O
ther
indi
vidu
als
invi
ted
by:
(A)
The
par
ent,
who
m th
e pa
rent
det
erm
ines
to h
ave
know
ledg
e or
spe
cial
expe
rtis
e re
gard
ing
the
child
; or
(B)
The
sch
ool d
istr
ict,
who
m th
e sc
hool
dis
tric
t det
erm
ines
to h
ave
know
ledg
e or
spe
cial
exp
ertis
e re
gard
ing
the
child
; and
(h)
Tra
nsiti
on s
ervi
ces
part
icip
ants
, as
desc
ribed
in s
ectio
n (2
) of
this
rul
e.(2
) T
rans
ition
ser
vice
s pa
rtic
ipan
ts s
hall
be a
s fo
llow
s:(a
) If
a pu
rpos
e of
the
mee
ting
is th
e co
nsid
erat
ion
of tr
ansi
tion
for
ast
uden
t, th
e sc
hool
dis
tric
t sha
ll in
vite
the
stud
ent.
If th
e st
uden
t doe
s no
tat
tend
the
mee
ting,
the
scho
ol d
istr
ict s
hall
take
oth
er s
teps
to e
nsur
e th
atth
e st
uden
t's p
refe
renc
es a
nd in
tere
sts
are
cons
ider
ed.
(b)
If a
purp
ose
of th
e m
eetin
g is
the
cons
ider
atio
n of
tran
sitio
n se
rvic
es fo
ra
stud
ent,
the
scho
ol d
istr
ict s
hall
also
invi
te a
rep
rese
ntat
ive
of a
ny o
ther
1.
One
or
both
of t
he s
tude
nt’s
par
ents
;
2.
The
stu
dent
, whe
n ap
prop
riate
;
3.
The
stu
dent
’s s
peci
al e
duca
tion
teac
her
or s
peci
aled
ucat
ion
prov
ider
;
4.
The
stu
dent
’s r
egul
ar e
duca
tion
teac
her,
or
if th
e st
uden
tdo
es n
ot h
ave
a re
gula
r ed
ucat
ion
teac
her,
a te
ache
rqu
alifi
ed to
teac
h a
stud
ent t
he s
ame
age;
5.
A r
epre
sent
ativ
e of
the
dist
rict,
who
may
als
o be
ano
ther
mem
ber
of th
e te
am, w
ho is
qua
lifie
d to
pro
vide
or
supe
rvis
eth
e pr
ovis
ion
of s
peci
al e
duca
tion
and
is k
now
ledg
eabl
eab
out t
he g
ener
al c
urric
ulum
, and
abo
ut p
rogr
am o
ptio
ns,
acad
emic
, non
acad
emic
, and
ext
racu
rric
ular
act
iviti
es.
Are
pres
enta
tive
of th
e di
stric
t will
hav
e th
e au
thor
ity to
com
mit
dist
rict r
esou
rces
, and
be
able
to e
nsur
e th
at a
llse
rvic
es id
entif
ied
in th
e IE
P c
an b
e de
liver
ed;
6.
An
indi
vidu
al, w
ho m
ay a
lso
be a
noth
er m
embe
r of
the
team
, who
is k
now
ledg
eabl
e ab
out t
he s
tude
nt’s
dis
abili
ty,
and
who
can
inte
rpre
t the
inst
ruct
iona
l im
plic
atio
ns o
f the
eval
uatio
n re
sults
;
7.A
t the
dis
cret
ion
of th
e pa
rent
or
dist
rict,
othe
r in
divi
dual
s,in
clu
din
g r
elat
ed s
ervi
ce p
erso
nn
el, a
s ap
pro
pri
ate,
who
have
kno
wle
dge
or s
peci
al e
xper
tise
rega
rdin
g th
e st
uden
t;
8.T
he s
tude
nt, i
f the
pur
pose
of t
he IE
P m
eetin
g in
clud
es th
eco
nsid
erat
ion
of tr
ansi
tion
need
s (b
egin
ning
at a
ge 1
4, o
r
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.10
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
agen
cy th
at is
like
ly to
be
resp
onsi
ble
for
prov
idin
g or
pay
ing
for
tran
sitio
nse
rvic
es. I
f an
agen
cy in
vite
d to
sen
d a
repr
esen
tativ
e to
a m
eetin
g do
esno
t do
so, t
he s
choo
l dis
tric
t sha
ll ta
ke o
ther
ste
ps to
obt
ain
the
part
icip
atio
nof
the
othe
r ag
ency
in th
e pl
anni
ng o
f any
tran
sitio
n se
rvic
es.
(3)
The
reg
ular
edu
catio
n te
ache
r sh
all p
artic
ipat
e, to
the
exte
ntap
prop
riate
, in
the
deve
lopm
ent,
revi
ew, a
nd r
evis
ion
of th
e ch
ild's
IEP
,in
clud
ing
assi
stin
g in
the
dete
rmin
atio
n of
:(a
) N
eces
sary
mod
ifica
tions
to th
e ge
nera
l cur
ricul
um in
the
regu
lar
clas
sroo
m a
nd p
artic
ipat
ion
in th
e re
gula
r ed
ucat
ion
envi
ronm
ent;
(b)
Sup
plem
enta
ry a
ids
and
serv
ices
, pro
gram
mod
ifica
tions
or
supp
orts
for
scho
ol p
erso
nnel
that
will
be
prov
ided
for
the
child
; and
(c)
App
ropr
iate
pos
itive
beh
avio
ral i
nter
vent
ions
and
str
ateg
ies
for
the
child
.(4
) F
or th
e pu
rpos
es o
f sec
tion
(3)
of th
is r
ule,
"to
the
exte
nt a
ppro
pria
te"
mea
ns:
(a)
For
thos
e po
rtio
ns o
f the
chi
ld's
IEP
that
reg
ular
edu
catio
n te
ache
rs m
aybe
res
pons
ible
for
impl
emen
ting;
or
(b)
Whe
n th
e re
gula
r ed
ucat
ion
teac
her's
kno
wle
dge
abou
t the
stu
dent
or
abou
t the
gen
eral
edu
catio
n cu
rric
ulum
is n
eces
sary
for
IEP
team
dec
isio
n-m
akin
g.
Sta
t. A
uth.
: OR
S 3
43.0
41, O
RS
343
.045
& O
RS
343
.055
Sta
ts. I
mpl
emen
ted:
OR
S 3
43.0
45 &
OR
S 3
43.1
55H
ist.:
1E
B 2
69, f
. & e
f. 12
-22-
77; E
B 9
-199
3, f.
& c
ert.
ef. 3
-25-
93; O
DE
32-
1999
, f. 1
2-13
-99,
cer
t. ef
. 12-
14-9
9
youn
ger
if ap
prop
riate
);
9.
The
stu
dent
, and
a r
epre
sent
ativ
e of
any
oth
er a
genc
y th
atis
like
ly to
be
resp
onsi
ble
for
prov
idin
g or
pay
ing
for
tran
sitio
n se
rvic
es if
the
purp
ose
of th
e IE
P m
eetin
gin
clud
es th
e co
nsid
erat
ion
of tr
ansi
tion
serv
ices
(be
ginn
ing
at a
ge 1
6, o
r yo
unge
r if
appr
opria
te);
and
10.
If th
e di
stric
t has
ref
erre
d or
pla
ced
a st
uden
t in
an E
SD
,S
tate
Ope
rate
d P
rogr
am, p
rivat
e fa
cilit
y, o
r an
y ot
her
prog
ram
, IE
P T
eam
mem
bers
hip
will
incl
ude
are
pres
enta
tive
from
the
appr
opria
te a
genc
ies.
Par
ticip
atio
nm
ay c
onsi
st o
f atte
ndin
g th
e m
eetin
g, c
onfe
renc
e ca
ll, o
rpa
rtic
ipat
ing
thro
ugh
othe
r m
eans
.
B.
Par
ticip
atio
n of
the
regu
lar
educ
atio
n te
ache
r:
1.If
the
stud
ent i
s, o
r m
ay b
e, p
artic
ipat
ing
in th
e re
gula
red
ucat
iona
l env
ironm
ent,
the
regu
lar
educ
atio
n te
ache
r w
ill,
to th
e ex
tent
app
ropr
iate
, par
ticip
ate
in th
e de
velo
pmen
t and
revi
ew o
f the
IEP
. If
the
stud
ent h
as m
ore
than
one
reg
ular
educ
atio
n te
ache
r, th
e sc
hool
dis
tric
t will
det
erm
ine
whi
chte
ache
r or
teac
hers
will
par
ticip
ate.
The
reg
ular
edu
catio
nte
ache
r(s)
will
par
ticip
ate
in d
iscu
ssio
ns a
nd d
ecis
ions
rega
rdin
g:
a.P
artic
ipat
ion
in th
e ge
nera
l cur
ricul
um a
nd in
the
regu
lar
educ
atio
n en
viro
nmen
t;
b.S
uppl
emen
tal a
ids
and
serv
ices
, pro
gram
mod
ifica
tions
,an
d/or
sup
port
s to
be
prov
ided
for
the
stud
ent o
r on
beha
lf of
the
stud
ent;
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.11
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
c.A
ppro
pria
te p
ositi
ve b
ehav
iora
l int
erve
ntio
ns a
ndst
rate
gies
; and
d.A
ll po
rtio
ns o
f the
IEP
they
may
be
impl
emen
ting.
581-
015-
0068
Co
nte
nt
of
IEP
RE
VIS
ED
(1)
The
indi
vidu
aliz
ed e
duca
tion
prog
ram
sha
ll in
clud
e:(a
) A
sta
tem
ent o
f the
chi
ld's
pre
sent
leve
ls o
f edu
catio
nal
perf
orm
ance
, inc
ludi
ng h
ow th
e ch
ild's
dis
abili
ty a
ffect
s th
e ch
ild's
invo
lvem
ent a
nd p
rogr
ess
in th
e ge
nera
l cur
ricul
um.
(b)
A s
tate
men
t of m
easu
rabl
e an
nual
goa
ls, i
nclu
ding
sho
rt-t
erm
obje
ctiv
es r
elat
ed to
:(A
) M
eetin
g th
e ch
ild's
nee
ds th
at r
esul
t fro
m th
e ch
ild's
dis
abili
ty to
ena
ble
the
child
to b
e in
volv
ed in
and
pro
gres
s in
the
gene
ral c
urric
ulum
, and
(B)
Mee
ting
each
of t
he c
hild
's o
ther
edu
catio
nal n
eeds
that
res
ult f
rom
the
child
's d
isab
ility
.(c
) A
sta
tem
ent o
f the
spe
cific
spe
cial
edu
catio
n an
d re
late
d se
rvic
esan
d su
pple
men
tary
aid
s an
d se
rvic
es to
be
prov
ided
to th
e ch
ild, o
ron
beh
alf o
f the
chi
ld, a
nd a
sta
tem
ent o
f the
pro
gram
mod
ifica
tions
or s
uppo
rts
for
scho
ol p
erso
nnel
that
will
be
prov
ided
for
the
child
:(A
) T
o ad
vanc
e ap
prop
riate
ly to
war
d at
tain
ing
the
annu
al g
oals
;(B
) T
o be
invo
lved
and
pro
gres
s in
the
gene
ral c
urric
ulum
and
to p
artic
ipat
ein
ext
racu
rric
ular
and
oth
er n
onac
adem
ic a
ctiv
ities
; and
(C)
To
be e
duca
ted
and
part
icip
ate
with
oth
er c
hild
ren
with
dis
abili
ties
and
non-
disa
bled
chi
ldre
n.(d
) T
he p
roje
cted
dat
es fo
r in
itiat
ion
of s
ervi
ces
and
mod
ifica
tions
and
the
antic
ipat
ed fr
eque
ncy,
am
ount
, loc
atio
n an
d du
ratio
n of
the
serv
ices
and
mod
ifica
tions
des
crib
ed in
sub
sect
ion(
1)(c
) of
this
rul
e.(e
) A
n ex
plan
atio
n of
the
exte
nt, i
f any
, to
whi
ch th
e ch
ild w
ill n
otpa
rtic
ipat
e w
ith n
on-d
isab
led
child
ren
in th
e re
gula
r cl
ass
and
IV.
Co
nte
nt
of
the
IEP
A.
The
IEP
for
each
elig
ible
stu
dent
incl
udes
:
1.A
sta
tem
ent o
f the
stu
dent
’s p
rese
nt le
vels
of e
duca
tiona
lpe
rfor
man
ce.
The
sta
tem
ent:
a.
Incl
udes
a d
escr
iptio
n of
how
the
disa
bilit
y ef
fect
s th
epr
ogre
ss a
nd in
volv
emen
t in
the
gene
ral c
urric
ulum
;
b.
Des
crib
es th
e re
sults
of a
ny e
valu
atio
ns c
ondu
cted
,in
clud
ing
func
tiona
l and
dev
elop
men
tal i
nfor
mat
ion;
c.
Is w
ritte
n in
lang
uage
that
is u
nder
stoo
d by
all
IEP
Tea
m m
embe
rs, i
nclu
ding
the
pare
nts;
and
d.
Is c
lear
ly li
nked
to th
e an
nual
goa
l sta
tem
ent(
s).
2.A
sta
tem
ent o
f mea
sura
ble
annu
al g
oals
, inc
ludi
ng s
hort
-te
rm o
bjec
tives
. T
he g
oals
and
obj
ectiv
es a
re w
ritte
n to
:
a.
Mee
t the
stu
dent
’s n
eeds
that
are
pre
sent
bec
ause
of
the
disa
bilit
y, o
r be
caus
e of
beh
avio
r th
at in
terf
eres
with
the
stud
ent’s
abi
lity
to le
arn,
or
impe
des
the
lear
ning
of
othe
r st
uden
ts;
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.12
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
activ
ities
des
crib
ed in
sub
sect
ion(
1)(c
) of
this
rul
e.(f
) A
sta
tem
ent o
f any
indi
vidu
al m
odifi
catio
ns a
nd a
ccom
mod
atio
ns in
the
adm
inis
trat
ion
of S
tate
or
dist
rict-
wid
e as
sess
men
ts o
f stu
dent
achi
evem
ent,
incl
udin
g ex
tend
ed a
nd ju
ried
asse
ssm
ents
that
are
need
ed fo
r th
e ch
ild to
par
ticip
ate
in th
e as
sess
men
t.(A
) A
chi
ld s
hall
not b
e ex
empt
from
par
ticip
atio
n in
Sta
te o
r di
stric
t-w
ide
asse
ssm
ent,
incl
udin
g ex
tend
ed a
nd ju
ried
asse
ssm
ents
, bec
ause
of a
disa
bilit
y, u
nles
s th
e pa
rent
has
req
uest
ed a
n ex
empt
ion
unde
r O
AR
581
-02
2-06
12.
(B)
If th
e IE
P te
am d
eter
min
es th
at th
e ch
ild w
ill n
ot p
artic
ipat
e in
a g
ener
alS
tate
or
dist
rict-
wid
e as
sess
men
t of s
tude
nt a
chie
vem
ent (
or p
art o
f an
asse
ssm
ent)
, a s
tate
men
t of w
hy th
at a
sses
smen
t is
not a
ppro
pria
te fo
r th
ech
ild a
nd h
ow th
e ch
ild w
ill b
e as
sess
ed.
(C)
For
the
purp
oses
of s
ubse
ctio
n (f
):(i)
“G
ener
al a
sses
smen
t” m
eans
ass
essm
ent t
hat r
esul
ts in
sta
ndar
dsc
orin
g, in
clud
ing
the
adm
inis
trat
ion
of a
t or
abov
e le
vel b
ench
mar
kte
stin
g, w
ith o
r w
ithou
t acc
omm
odat
ions
, and
/or
jurie
d as
sess
men
t.(ii
) "M
odifi
catio
n" m
eans
sub
stan
tial c
hang
es in
wha
t a s
tude
nt is
expe
cted
to le
arn
and/
or d
emon
stra
te. T
he c
hang
es a
re m
ade
topr
ovid
e a
stud
ent o
ppor
tuni
ties
to p
artic
ipat
e m
eani
ngfu
lly a
ndpr
oduc
tivel
y in
lear
ning
exp
erie
nces
and
env
ironm
ents
. The
y in
clud
ech
ange
s in
inst
ruct
iona
l lev
el, c
onte
nt, a
nd p
erfo
rman
ce c
riter
ia.
(iii)
"Acc
omm
odat
ion"
mea
ns a
n al
tera
tion
in h
ow a
test
is p
rese
nted
to o
r re
spon
ded
to b
y th
e pe
rson
test
ed; i
t inc
lude
s a
varie
ty o
fal
tera
tions
in p
rese
ntat
ion
form
at, r
espo
nse
form
at, s
ettin
g w
hich
the
test
is ta
ken,
tim
ing
or s
ched
ulin
g. T
he a
ltera
tions
do
not s
ubst
antia
llych
ange
leve
l, co
nten
t or
perf
orm
ance
crit
eria
. The
cha
nges
are
mad
ein
ord
er to
pro
vide
a s
tude
nt e
qual
acc
ess
to le
arni
ng a
nd e
qual
oppo
rtun
ity to
dem
onst
rate
wha
t is
know
n.(g
) A
sta
tem
ent o
f:(A
) H
ow th
e ch
ild's
pro
gres
s to
war
d th
e an
nual
goa
ls w
ill b
e m
easu
red;
and
(B)
How
the
child
's p
aren
ts w
ill b
e re
gula
rly in
form
ed, a
t lea
st a
s of
ten
as
b.
Ena
ble
the
stud
ent t
o be
invo
lved
in a
nd p
rogr
ess
in th
ege
nera
l cur
ricul
um, a
s ap
prop
riate
; and
c.
Cle
arly
des
crib
e th
e an
ticip
ated
out
com
es, i
nclu
ding
inte
rmed
iate
ste
ps, t
hat s
erve
as
a m
easu
re o
f pro
gres
sto
war
d th
e go
al.
3.A
sta
tem
ent o
f the
spe
cial
edu
catio
n se
rvic
es, r
elat
edse
rvic
es, s
uppl
emen
tary
aid
s an
d se
rvic
es, p
rogr
amm
odifi
catio
ns, a
nd s
uppo
rts
for
scho
ol p
erso
nnel
that
will
be
prov
ided
to th
e st
uden
t, or
on
beha
lf of
the
stud
ent.
The
sese
rvic
es, m
odifi
catio
ns, a
nd s
uppo
rts
are
deve
lope
d fo
r th
est
uden
t to:
a.
Mee
t the
ann
ual g
oals
;
b.
Be
invo
lved
and
pro
gres
s in
the
gene
ral c
urric
ulum
;
c.B
e in
volv
ed a
nd p
artic
ipat
e in
ext
racu
rric
ular
and
oth
erno
naca
dem
ic a
ctiv
ities
; and
d.B
e ed
ucat
ed a
nd p
artic
ipat
e w
ith o
ther
stu
dent
s, w
ithan
d w
ithou
t dis
abili
ties,
in a
cade
mic
, non
acad
emic
, and
extr
acur
ricul
ar a
ctiv
ities
.
4.F
or e
ach
spec
ial e
duca
tion
serv
ice,
rel
ated
ser
vice
,su
pple
men
tary
aid
and
ser
vice
, pro
gram
mod
ifica
tion,
and
supp
ort f
or s
choo
l per
sonn
el th
at w
ill b
e pr
ovid
ed to
the
stud
ent,
or o
n be
half
of th
e st
uden
t, a
desc
riptio
n of
:
a.
The
pro
ject
ed d
ate
for
initi
atio
n;
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.13
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
pare
nts
are
info
rmed
of t
heir
non-
disa
bled
chi
ldre
n's
prog
ress
, of:
(i) T
heir
child
's p
rogr
ess
tow
ard
the
annu
al g
oals
; and
(ii)
The
ext
ent t
o w
hich
that
pro
gres
s is
suf
ficie
nt to
ena
ble
the
child
toac
hiev
e th
e go
als
by th
e an
nual
IEP
rev
iew
dat
e.(2
) F
or th
e pu
rpos
es o
f tra
nsiti
on, t
he IE
P s
hall
incl
ude:
(a)
For
eac
h st
uden
t with
a d
isab
ility
beg
inni
ng a
t age
14
(or
youn
ger,
if de
term
ined
app
ropr
iate
by
the
IEP
team
), a
nd u
pdat
ed a
nnua
lly, a
stat
emen
t of t
he tr
ansi
tion
serv
ice
need
s of
the
stud
ent u
nder
the
appl
icab
le c
ompo
nent
s of
the
stud
ent's
IEP
that
focu
ses
on th
est
uden
t's c
ours
es o
f stu
dy;
(b)
For
eac
h st
uden
t beg
inni
ng a
t age
16
(or
youn
ger,
if d
eter
min
edap
prop
riate
by
the
IEP
team
), a
sta
tem
ent o
f nee
ded
tran
sitio
nse
rvic
es fo
r th
e st
uden
t, in
clud
ing,
if a
ppro
pria
te, a
sta
tem
ent o
f the
inte
rage
ncy
resp
onsi
bilit
ies
or a
ny n
eede
d lin
kage
s; a
nd(c
) B
egin
ning
a le
ast o
ne y
ear
befo
re a
stu
dent
rea
ches
age
18,
or
whe
n th
e di
stric
t obt
ains
act
ual k
now
ledg
e th
at w
ithin
one
yea
r th
est
uden
t will
mar
ry o
r be
com
e em
anci
pate
d pr
ior
to a
ge 1
8, a
stat
emen
t tha
t the
dis
tric
t has
info
rmed
the
stud
ent t
hat p
roce
dura
lrig
hts
will
tran
sfer
to th
e st
uden
t upo
n ag
e 18
, mar
riage
or
eman
cipa
tion,
whi
ch e
ver
occu
rs fi
rst.
Sta
t. A
uth.
: OR
S 3
43.0
45; 3
43.0
55, a
nd 3
43.1
95S
tats
. Im
plem
ente
d: 3
43.0
45; 3
43.1
55H
ist.:
1E
B 2
69, f
& e
f 12-
22-7
7; E
B 9
-199
3, f
& e
f 3-2
5-93
; OD
E 3
2-19
99,
f. 12
-13-
99, c
ert.
ef. 1
2-14
-99
b.
Pro
ject
ed d
urat
ion,
or
endi
ng d
ate;
c.
The
ant
icip
ated
am
ount
and
freq
uenc
y; a
nd w
ho is
resp
onsi
ble
for
impl
emen
tatio
n of
all
or p
art o
f an
IEP
;an
d
d.
The
ant
icip
ated
loca
tion.
5.A
sta
tem
ent o
f the
ext
ent,
if an
y, to
whi
ch th
e st
uden
t will
not p
artic
ipat
e:
a.W
ith n
ondi
sabl
ed s
tude
nts;
and
b.In
reg
ular
aca
dem
ic, n
onac
adem
ic, a
nd e
xtra
curr
icul
arac
tiviti
es.
6 A
sta
tem
ent
of
any
ind
ivid
ual
mo
dif
icat
ion
s an
dac
com
mo
dat
ion
s in
th
e ad
min
istr
atio
n o
f S
tate
or
dis
tric
t-w
ide
asse
ssm
ents
of
stu
den
t ac
hie
vem
ent,
incl
ud
ing
ext
end
ed a
nd
juri
ed a
sses
smen
ts, t
hat
are
nee
ded
fo
r th
e st
ud
ent
to p
arti
cip
ate
in t
he
asse
ssm
ent.
A s
tate
men
t tha
t des
crib
es h
ow th
e st
uden
t will
par
ticip
ate
inS
tate
wid
e an
d di
stric
twid
e as
sess
men
ts o
f, w
hich
incl
udes
:
7.
A s
tud
ent
will
no
t b
e ex
emp
t fr
om
par
tici
pat
ion
in S
tate
or
dis
tric
t-w
ide
asse
ssm
ent,
incl
ud
ing
ext
end
ed a
nd
juri
ed a
sses
smen
ts, b
ecau
se o
f a
dis
abili
ty u
nle
ss t
he
par
ent
req
ues
ts a
n e
xem
pti
on
.a.
A
des
crip
tion
of a
ccom
mod
atio
ns a
nd/o
r m
odifi
catio
ns,
if an
y, to
be
prov
ided
that
allo
w a
stu
dent
to p
artic
ipat
eei
ther
fully
or
part
ially
in s
uch
asse
ssm
ents
; and
,
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.14
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
8.
If th
e te
am d
eter
min
es th
at a
stu
dent
will
not
par
ticip
ate
in a
gen
eral
Sta
te o
r d
istr
ict-
wid
e as
sess
men
t o
f st
ud
ent
ach
ieve
men
t (o
r p
art
of
an a
sses
smen
t), a
sta
tem
ent
of
wh
y th
at a
sses
smen
t is
no
t ap
pro
pri
ate
for
the
stu
den
tan
d h
ow
th
e ch
ild w
ill b
e as
sess
ed.
Sta
tew
ide
and/
or d
istr
ictw
ide
asse
ssm
ent,
a st
atem
ent
is in
clud
ed to
exp
lain
the
reas
ons
why
a s
tude
nt is
bein
g ex
clud
ed, a
nd d
escr
ibes
how
the
stud
ent w
ill b
eas
sess
ed in
ano
ther
way
(s).
9.A
sta
tem
ent t
hat d
escr
ibes
how
the
stud
ent’s
pro
gres
sto
war
d co
mpl
etio
n of
the
annu
al g
oals
will
be
mea
sure
d,an
d ho
w th
is p
rogr
ess
will
be
repo
rted
to p
aren
ts a
t lea
st a
sof
ten
as p
rogr
ess
repo
rts
for
nond
isab
led
stud
ents
are
prov
ided
to p
aren
ts.
The
pro
gres
s re
port
s w
ill in
dica
te:
a.
The
pro
gres
s m
ade
tow
ard
com
plet
ion
of e
ach
annu
algo
al d
urin
g th
at r
epor
ting
perio
d; a
nd
b.
The
ext
ent t
o w
hich
the
prog
ress
will
allo
w th
e st
uden
tto
mee
t the
ann
ual g
oals
by
the
end
of th
e IE
P.
581-
015-
0568
IEP
Tea
m C
on
sid
erat
ion
s an
d S
pec
ial F
acto
rs R
EV
ISE
D
(1)
In d
evel
opin
g, r
evie
win
g an
d re
visi
ng th
e ch
ild's
IEP
, the
IEP
team
shal
l con
side
r:(a
) T
he s
tren
gths
of t
he c
hild
and
the
conc
erns
of t
he p
aren
ts fo
ren
hanc
ing
the
educ
atio
n of
thei
r ch
ild;
(b)
The
res
ults
of t
he in
itial
or
mos
t rec
ent e
valu
atio
n of
the
child
; and
V.
IEP
Tea
m C
on
sid
erat
ion
s an
d S
pec
ial F
acto
rs:
A.
In d
evel
opin
g, r
evie
win
g, a
nd r
evis
ing
the
IEP
, the
IEP
team
cons
ider
s:
1.T
he s
tren
gths
of t
he s
tude
nt a
nd c
once
rns
of th
e pa
rent
for
enha
ncin
g th
e ed
ucat
ion
of th
e st
uden
t;
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.15
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
(c)
As
appr
opria
te, t
he r
esul
ts o
f the
chi
ld's
per
form
ance
on
any
gene
ral
stat
e or
dis
tric
t-w
ide
asse
ssm
ent p
rogr
ams;
(2)
In d
evel
opin
g, r
evie
win
g an
d re
visi
ng th
e ch
ild's
IEP
, the
IEP
team
shal
l con
side
r th
e fo
llow
ing
spec
ial f
acto
rs:
(a)
The
com
mun
icat
ion
need
s of
the
child
; and
(b)
Whe
ther
the
child
req
uire
s as
sist
ive
tech
nolo
gy d
evic
es a
nd s
ervi
ces.
(3)
In d
evel
opin
g, r
evie
win
g an
d re
visi
ng th
e IE
P o
f chi
ldre
n de
scrib
edbe
low
, the
IEP
team
sha
ll co
nsid
er th
e fo
llow
ing
addi
tiona
l spe
cial
fact
ors:
(a)
For
a c
hild
who
se b
ehav
ior
impe
des
his
or h
er le
arni
ng o
r th
at o
fot
hers
, con
side
r st
rate
gies
, pos
itive
beh
avio
ral i
nter
vent
ions
, and
sup
port
sto
add
ress
that
beh
avio
r;(b
) F
or a
chi
ld w
ith li
mite
d E
nglis
h pr
ofic
ienc
y, c
onsi
der
the
lang
uage
need
s of
the
child
as
thos
e ne
eds
rela
te to
the
child
's IE
P;
(c)
For
a c
hild
who
is b
lind
or v
isua
lly im
paire
d, p
rovi
de fo
r in
stru
ctio
n in
Bra
ille
and
the
use
of B
raill
e un
less
the
IEP
team
det
erm
ines
, afte
r an
eval
uatio
n of
the
child
's r
eadi
ng a
nd w
ritin
g sk
ills,
nee
ds, a
nd a
ppro
pria
tere
adin
g an
d w
ritin
g m
edia
(in
clud
ing
an e
valu
atio
n of
the
child
's fu
ture
need
s fo
r in
stru
ctio
n in
Bra
ille
or th
e us
e of
Bra
ille)
, tha
t ins
truc
tion
inB
raill
e or
the
use
of B
raill
e is
not
app
ropr
iate
for
the
child
; and
(d)
For
a c
hild
who
is d
eaf o
r ha
rd o
f hea
ring,
con
side
r th
e ch
ild's
lang
uage
and
com
mun
icat
ion
need
s, o
ppor
tuni
ties
for
dire
ctco
mm
unic
atio
n w
ith p
eers
and
pro
fess
iona
l per
sonn
el in
the
child
’sla
ngua
ge a
nd c
omm
unic
atio
n m
ode,
aca
dem
ic le
vel,
and
full
rang
e of
need
s, in
clud
ing
oppo
rtun
ities
for
dire
ct in
stru
ctio
n in
the
child
's la
ngua
gean
d co
mm
unic
atio
n m
ode.
(4)
If, in
con
side
ring
thes
e sp
ecia
l fac
tors
, the
IEP
team
det
erm
ines
that
ach
ild n
eeds
a p
artic
ular
dev
ice
or s
ervi
ce (
incl
udin
g an
inte
rven
tion,
acco
mm
odat
ion,
or
othe
r pr
ogra
m m
odifi
catio
n) fo
r th
e ch
ild to
rec
eive
free
app
ropr
iate
pub
lic e
duca
tion,
the
IEP
team
sha
ll in
clud
e a
stat
emen
tto
that
effe
ct in
the
child
's IE
P.
(5)
Not
hing
in O
AR
581
-015
-006
8 or
this
rul
e sh
all b
e co
nstr
ued
to r
equi
reth
e IE
P te
am to
incl
ude
info
rmat
ion
unde
r on
e co
mpo
nent
of a
chi
ld's
IEP
2.T
he r
esul
ts o
f the
initi
al o
r m
ost r
ecen
t eva
luat
ion
of th
est
uden
t; an
d
3.A
s ap
prop
riate
, the
res
ults
of t
he s
tude
nt’s
per
form
ance
on
any
gene
ral S
tate
or
dist
rict-
wid
e as
sess
men
t.
B.
In d
evel
opin
g, r
evie
win
g, a
nd r
evis
ing
the
stud
ent’s
IEP
, the
IEP
team
con
side
rs th
e fo
llow
ing
spec
ial f
acto
rs:
1.T
he c
omm
unic
atio
n ne
eds
of th
e st
uden
t; an
d
2.T
he n
eed
for
assi
stiv
e te
chno
logy
ser
vice
s an
d/or
dev
ices
.
C.
As
appr
opria
te, t
he IE
P te
am a
lso
cons
ider
s th
e fo
llow
ing
spec
ial f
acto
rs:
1.F
or a
stu
dent
who
se b
ehav
ior
impe
des
his
or h
er le
arni
ng o
rth
at o
f oth
ers,
str
ateg
ies,
pos
itive
beh
avio
ral i
nter
vent
ion,
and
supp
orts
to a
ddre
ss th
at b
ehav
ior;
2.F
or a
stu
dent
with
lim
ited
Eng
lish
prof
icie
ncy,
the
lang
uage
need
s of
the
stud
ent a
s th
ose
need
s re
late
to th
e IE
P;
3.F
or a
stu
dent
who
is b
lind
or v
isua
lly im
paire
d, in
stru
ctio
n in
Bra
ille
and
the
use
of B
raill
e un
less
the
IEP
team
dete
rmin
es, a
fter
an e
valu
atio
n of
rea
ding
and
writ
ing
med
ia, i
nclu
ding
eva
luat
ion
of fu
ture
nee
ds fo
r in
stru
ctio
n in
Bra
ille
or th
e us
e of
Bra
ille,
that
inst
ruct
ion
in B
raill
e or
the
use
of B
raill
e is
not
app
ropr
iate
; and
4.F
or a
stu
dent
who
is d
eaf o
r ha
rd o
f hea
ring,
the
stud
ent’s
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.16
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
that
is a
lread
y co
ntai
ned
unde
r an
othe
r co
mpo
nent
of t
he c
hild
's IE
P.
Sta
t. A
uth.
: OR
S 3
43.0
41; 3
43.0
45; 3
43.1
55O
ther
Aut
horit
y: T
he in
divi
dual
s w
ith D
isab
ilitie
s E
duca
tion
Act
(ID
EA
)re
gula
tions
at 3
4 C
RR
300
.342
, 343
, 344
, 346
, 347
, 348
, and
350
Sta
ts. I
mpl
emen
ted:
OR
S 3
43.0
45 a
nd 3
43.1
55H
ist.:
OD
E 3
2-19
99, f
. 12-
13-9
9, c
ert.
ef. 1
2-14
-99
lang
uage
and
com
mun
icat
ion
need
s, in
clud
ing
oppo
rtun
ities
for
dire
ct c
omm
unic
atio
n w
ith
pee
rs a
nd
pro
fess
ion
alp
erso
nn
el in
th
e st
ud
ent’
s la
ng
uag
e an
dco
mm
un
icat
ion
mod
e, a
cade
mic
leve
l, an
d fu
ll ra
nge
ofne
eds,
incl
udin
g op
port
uniti
es fo
r di
rect
inst
ruct
ion
in th
est
uden
t’s la
ngua
ge a
nd c
omm
unic
atio
n m
ode.
D.
In a
dditi
on to
the
abov
e IE
P c
onte
nts,
the
IEP
for
each
elig
ible
stud
ent o
f tra
nsiti
on a
ge in
clud
es:
1.
Beg
inni
ng a
t age
14,
and
you
nger
if a
ppro
pria
te, a
stat
emen
t of t
rans
ition
ser
vice
nee
ds th
at fo
cus
on th
est
uden
t’s c
ours
e of
stu
dy; t
his
stat
emen
t mus
t be
upda
ted
annu
ally
;
2.
Beg
inni
ng a
t age
16,
and
you
nger
if a
ppro
pria
te, a
stat
emen
t of n
eede
d tr
ansi
tion
serv
ices
, inc
ludi
ng a
desc
riptio
n of
inte
rage
ncy
resp
onsi
bilit
ies
and
linka
ges,
ifan
y;
3.
At l
east
one
yea
r be
fore
a s
tude
nt r
each
es th
e ag
e of
maj
ority
(st
uden
t rea
ches
the
age
of 1
8, o
r ha
s m
arrie
d or
been
em
anci
pate
d, w
hich
ever
occ
urs
first
), a
sta
tem
ent t
hat
the
dist
rict h
as in
form
ed th
e st
uden
t tha
t all
proc
edur
alrig
hts
will
tran
sfer
at t
he a
ge o
f maj
ority
; and
4.
If id
entif
ied
tran
sitio
n se
rvic
e pr
ovid
ers
fail
to p
rovi
de a
ny o
fth
e se
rvic
es id
entif
ied
on th
e IE
P, t
he d
istr
ict w
ill in
itiat
e an
IEP
mee
ting
as s
oon
as p
ossi
ble
to a
ddre
ss a
ltern
ativ
est
rate
gies
, and
rev
ise
the
IEP
if n
eces
sary
.
OA
R 5
81-0
15-0
603
Inca
rcer
ated
Yo
uth
VI.
Inca
rcer
ated
Yo
uth
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.17
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
…(2
) F
or s
tude
nts
with
dis
abili
ties
who
are
con
vict
ed a
s ad
ults
,in
carc
erat
ed in
adu
lt co
rrec
tiona
l fac
ilitie
s, a
nd o
ther
wis
e en
title
d to
FA
PE
:(a
) th
e fo
llow
ing
IEP
req
uire
men
ts d
o no
t app
ly:
(A)
The
req
uire
men
ts c
onta
ined
in O
AR
581
-015
-006
8(1)
(f)
rela
ting
topa
rtic
ipat
ion
of c
hild
ren
with
dis
abili
ties
in s
tate
wid
e an
d sc
hool
dis
tric
tas
sess
men
ts; a
nd(B
) T
he r
equi
rem
ents
in O
AR
581
-015
-006
8(2)
rel
atin
g to
tran
sitio
npl
anni
ng a
nd tr
ansi
tion
serv
ices
, with
res
pect
to th
e st
uden
ts w
hose
elig
ibili
ty w
ill e
nd, b
ecau
se o
f the
ir ag
e, b
efor
e th
ey w
ill b
e el
igib
le to
be
rele
ased
from
adu
lt co
rrec
tiona
l fac
ilitie
s ba
sed
on c
onsi
dera
tion
of th
eir
sent
ence
and
elig
ibili
ty fo
r ea
rly r
elea
se.
(b)
The
IEP
team
may
mod
ify th
e st
uden
t's IE
P o
r pl
acem
ent i
f the
Sta
teha
s de
mon
stra
ted
a bo
na fi
de s
ecur
ity o
r co
mpe
lling
pen
olog
ical
inte
rest
that
can
not o
ther
wis
e be
acc
omm
odat
ed. T
he r
equi
rem
ents
of O
AR
581
-01
5-00
68(1
) re
latin
g to
IEP
s, a
nd O
AR
581
-015
-005
9 re
latin
g to
leas
tre
stric
tive
envi
ronm
ent,
do n
ot a
pply
with
res
pect
to th
ese
mod
ifica
tions
.(3
) F
or p
urpo
ses
of th
is r
ule,
“ad
ult c
orre
ctio
nal f
acili
ty”
has
the
mea
ning
set
fort
h in
OA
R 5
81-0
15-0
601(
5)(a
).
[Fed
eral
Reg
ulat
ion:
34
CF
R 3
00.3
11]
A.
For
stu
dent
s w
ith d
isab
ilitie
s w
ho a
re c
onvi
cted
as
adul
ts,
inca
rcer
ated
in a
dult
corr
ectio
nal f
acili
ties,
and
oth
erw
ise
entit
led
toF
AP
E, t
he fo
llow
ing
IEP
req
uire
men
ts d
o no
t app
ly:
1.P
artic
ipat
ion
of s
tude
nts
with
dis
abili
ties
in S
tate
and
dis
tric
t-w
ide
asse
ssm
ent;
and
2.T
rans
ition
pla
nnin
g an
d tr
ansi
tion
serv
ices
, for
stu
dent
s w
hose
elig
ibili
ty w
ill e
nd b
ecau
se o
f the
ir ag
e be
fore
they
will
be
elig
ible
to b
e re
leas
ed fr
om th
e ad
ult c
orre
ctio
nal f
acili
ty b
ased
on
cons
ider
atio
n of
thei
r se
nten
ce a
nd e
ligib
ility
for
early
rel
ease
.
B.
The
IEP
team
may
mod
ify th
e st
uden
t’s IE
P, i
f the
Sta
te h
asde
mon
stra
ted
a bo
na fi
de s
ecur
ity o
r co
mpe
lling
pen
olog
ical
inte
rest
that
can
not b
e ot
herw
ise
acco
mm
odat
ed.
OA
R 5
81-0
15-0
070
Sch
oo
l Dis
tric
t an
d P
arti
cip
atin
g A
gen
cyR
esp
on
sib
iliti
es f
or
Tra
nsi
tio
n S
ervi
ces
(1)
If a
part
icip
atin
g ag
ency
fails
to p
rovi
de a
gree
d-up
on tr
ansi
tion
serv
ices
con
tain
ed in
the
IEP
of a
stu
dent
with
a d
isab
ility
, the
sch
ool
dist
rict r
espo
nsib
le fo
r th
e st
uden
t's e
duca
tion
shal
l, as
soo
n as
poss
ible
, ini
tiate
an
IEP
mee
ting
to id
entif
y al
tern
ativ
e st
rate
gies
tom
eet t
he tr
ansi
tion
obje
ctiv
es fo
r th
e st
uden
t set
out
in th
e IE
P a
nd, i
fne
cess
ary,
to r
evis
e th
e st
uden
t's IE
P.
(2)
Not
hing
in th
is p
art r
elie
ves
any
part
icip
atin
g ag
ency
, inc
ludi
ng a
stat
e vo
catio
nal r
ehab
ilita
tion
agen
cy, o
f the
res
pons
ibili
ty to
pro
vide
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.18
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
or p
ay fo
r an
y tr
ansi
tion
serv
ice
that
the
agen
cy w
ould
oth
erw
ise
prov
ide
to s
tude
nts
with
dis
abili
ties
who
mee
t the
elig
ibili
ty c
riter
ia o
fth
at a
genc
y.
[Fed
eral
Reg
ulat
ion:
34
CF
R 3
00.3
48]
OA
R 5
81-0
15-0
605
Ext
end
ed S
cho
ol Y
ear
Ser
vice
s
(1)
Sch
ool d
istr
icts
sha
ll en
sure
that
ext
ende
d sc
hool
yea
r se
rvic
es a
reav
aila
ble
as n
eces
sary
to p
rovi
de a
free
app
ropr
iate
pub
lic e
duca
tion.
(2)
Ext
ende
d sc
hool
yea
r se
rvic
es m
ust b
e pr
ovid
ed o
nly
if th
e ch
ild's
IEP
team
det
erm
ines
, on
an in
divi
dual
bas
is, i
n ac
cord
ance
with
OA
R 5
81-0
15-
0064
thro
ugh
581-
015-
0070
, tha
t the
ser
vice
s ar
e ne
cess
ary
for
the
prov
isio
n of
free
app
ropr
iate
pub
lic e
duca
tion
to th
e ch
ild.
(3)
A s
choo
l dis
tric
t may
not
:(a
) Li
mit
exte
nded
sch
ool y
ear
serv
ices
to p
artic
ular
cat
egor
ies
of d
isab
ility
;or (b
) U
nila
tera
lly li
mit
the
type
, am
ount
, or
dura
tion
of th
ose
serv
ices
.(4
) T
he p
urpo
se o
f ext
ende
d sc
hool
yea
r se
rvic
es is
the
mai
nten
ance
of t
hech
ild’s
lear
ning
ski
lls o
r be
havi
or, n
ot th
e te
achi
ng o
f new
ski
lls o
rbe
havi
ors.
(5)
Sch
ool d
istr
icts
sha
ll de
velo
p cr
iteria
for
dete
rmin
ing
the
need
for
exte
nded
sch
ool y
ear
serv
ices
.(a
) C
riter
ia s
hall
incl
ude
regr
essi
on a
nd r
ecou
pmen
t tim
e ba
sed
ondo
cum
ente
d ev
iden
ce o
r, if
no
docu
men
ted
evid
ence
, on
pred
ictio
nsac
cord
ing
to th
e pr
ofes
sion
al ju
dgm
ent o
f the
team
.(b
) C
riter
ia m
ay in
clud
e ad
ditio
nal f
acto
rs s
uch
as:
(i) T
he n
atur
e an
d se
verit
y of
the
child
's d
isab
ility
;(ii
) T
he c
hild
's r
ate
of p
rogr
ess;
(iii)
The
ava
ilabi
lity
of a
ltern
ativ
e re
sour
ces;
(iv)
The
chi
ld's
nee
d to
inte
ract
with
chi
ldre
n w
ithou
t dis
abili
ties;
(v)
The
are
as o
f the
chi
ld’s
cur
ricul
um th
at n
eed
cont
inuo
us a
ttent
ion;
(vi)
The
chi
ld’s
voc
atio
nal n
eeds
;
VII.
Ext
end
ed S
cho
ol Y
ear
Ser
vice
s
A.
The
dis
tric
t mak
es e
xten
ded
scho
ol y
ear
(ES
Y)
serv
ices
ava
ilabl
e to
all s
tude
nts
for
who
m th
e IE
P T
eam
has
det
erm
ined
that
suc
hse
rvic
es a
re n
eces
sary
.
B.
ES
Y s
ervi
ces
are:
1.
Pro
vide
d to
a s
tude
nt w
ith a
dis
abili
ty in
add
ition
to th
e se
rvic
espr
ovid
ed d
urin
g th
e ty
pica
l sch
ool y
ear;
2.
Iden
tifie
d in
the
stud
ent’s
IEP
; and
3.
Pro
vide
d at
no
cost
to th
e pa
rent
.
C.
Con
side
ratio
n of
ES
Y s
ervi
ces
will
not
be
limite
d to
par
ticul
arca
tego
ries
of d
isab
ility
, and
will
not
be
limite
d to
a ty
pe, a
mou
nt, o
rdu
ratio
n of
ser
vice
.
D.
ES
Y s
ervi
ces
are
avai
labl
e to
mai
ntai
n th
e st
uden
t’s s
kills
or
beha
vior
; ES
Y s
ervi
ces
are
not p
rovi
ded
to te
ach
new
ski
lls o
rbe
havi
ors.
E.
The
dis
tric
t has
est
ablis
hed
crite
ria fo
r de
term
inin
g th
e ne
ed fo
r E
SY
serv
ices
.
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.19
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
(vii)
The
nat
ure
of s
ervi
ces
requ
este
d (e
.g. e
xtra
ordi
nary
or
inte
gral
to th
ech
ild’s
pro
gram
); a
nd(v
iii)
Em
ergi
ng s
kills
, or
brea
kthr
ough
opp
ortu
nitie
s, th
at w
ould
be
lost
with
out e
xten
ded
scho
ol y
ear
serv
ices
.(6
) F
or th
e pu
rpos
es o
f sec
tion
(5)
of th
is r
ule:
(a)
“reg
ress
ion”
mea
ns s
igni
fican
t los
s of
ski
lls o
r be
havi
ors
in a
ny a
rea
spec
ified
on
the
IEP
as
a re
sult
of a
n in
terr
uptio
n in
edu
catio
n se
rvic
es;
(b)
“rec
oupm
ent”
mea
ns th
e re
cove
ry o
f ski
lls o
r be
havi
ors
spec
ified
on
the
IEP
to a
leve
l dem
onst
rate
d be
fore
the
inte
rrup
tion
of e
duca
tion
serv
ices
.(7
) F
or th
e pu
rpos
es o
f thi
s ru
le,
"ext
ende
d sc
hool
yea
r se
rvic
es"
mea
nssp
ecia
l edu
catio
n an
d re
late
d se
rvic
es th
at:
(a)
Are
pro
vide
d to
a c
hild
with
a d
isab
ility
:(i)
Bey
ond
the
norm
al s
choo
l yea
r of
the
scho
ol d
istr
ict;
(ii)
In a
ccor
danc
e w
ith th
e ch
ild's
IEP
; and
(iii)
At n
o co
st to
the
pare
nts
of th
e ch
ild; a
nd(b
) M
eet t
he s
tand
ards
of t
he D
epar
tmen
t.
[Fed
eral
Reg
ulat
ion:
34
CF
R 3
00.3
09]
1.
The
se c
riter
ia in
clud
e:
a.E
vide
nce
of th
e st
uden
t’s r
egre
ssio
n an
d re
coup
men
t of
skill
s an
d/or
beh
avio
r, b
ased
on
docu
men
ted
evid
ence
; or
b.
If no
doc
umen
t evi
denc
e, p
redi
ctio
ns r
egar
ding
the
stud
ent’s
regr
essi
on a
nd r
ecou
pmen
t of s
kills
and
/or
beha
vior
.
c.
Reg
ress
ion
mea
ns a
sig
nific
ant l
oss
of s
kills
or
beha
vior
sth
at m
ay r
esul
t if s
ervi
ces
are
inte
rrup
ted.
d.
Rec
oupm
ent m
eans
the
abili
ty to
rec
over
ski
lls a
nd/o
rbe
havi
or to
a le
vel t
hat w
as a
chie
ved
prio
r to
the
inte
rrup
tion
of s
ervi
ce.
2.
Add
ition
al c
riter
ia w
hich
may
be
used
in d
eter
min
ing
the
need
for
ES
Y in
clud
es:
a.
The
nat
ure
and
seve
rity
of th
e di
sabi
lity;
b.
The
stu
dent
’s r
ate
of p
rogr
ess,
as
evid
ence
d th
roug
hev
alua
tion
data
and
/or
prog
ress
on
the
IEP
;
c.
Ava
ilabi
lity
of a
ltern
ativ
e re
sour
ces;
d.
The
stu
dent
’s n
eed
to in
tera
ct w
ith o
ther
stu
dent
s w
ith a
ndw
ithou
t dis
abili
ties;
e.
The
nee
d to
pro
vide
con
tinui
ng in
stru
ctio
n an
d su
ppor
t in
spec
ific
area
s of
the
stud
ent’s
cur
ricul
um;
f. T
he n
eed
to p
rovi
de c
ontin
uing
inst
ruct
ion
in s
uppo
rt o
f the
Sec
tion
6: I
ndiv
idua
lized
Edu
catio
n P
rogr
am (
IEP
)
O
rego
n A
dmin
istr
ativ
e R
ules
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
PR
OG
RA
M (
IEP
)O
RE
GO
N L
AW
PO
RT
LA
ND
PU
BL
IC S
CH
OO
L P
RO
CE
DU
RE
S
6.20
Rev
ised
: S
epte
mb
er 2
003
Secti
on
6:
IEP
stud
ent’s
voc
atio
nal n
eeds
;
g.
The
nat
ure
of th
e se
rvic
es r
eque
sted
(e.
g., s
ervi
ces
that
may
be
extr
aord
inar
y or
inte
gral
to th
e pr
ogra
m);
and
h.
Any
ski
lls th
at m
ay b
e em
ergi
ng o
r de
velo
ping
that
wou
ld b
elo
st w
ithou
t ES
Y s
ervi
ces.
OA
R 5
81-0
15-0
560
Ass
isti
ve T
ech
no
log
y
(1)
Sch
ool d
istr
icts
sha
ll en
sure
that
ass
istiv
e te
chno
logy
dev
ices
or
assi
stiv
e te
chno
logy
ser
vice
s, o
r bo
th, a
re m
ade
avai
labl
e to
a c
hild
with
adi
sabi
lity
if re
quire
d as
a p
art o
f the
chi
ld's
spe
cial
edu
catio
n, r
elat
edse
rvic
es o
r su
pple
men
tary
aid
s an
d se
rvic
es.
(2)
On
a ca
se-b
y-ca
se b
asis
, the
use
of s
choo
l-pur
chas
ed a
ssis
tive
tech
nolo
gy d
evic
es in
a c
hild
's h
ome
or in
oth
er s
ettin
gs is
req
uire
d if
the
child
's IE
P te
am d
eter
min
es th
at th
e ch
ild n
eeds
acc
ess
to th
ose
devi
ces
tore
ceiv
e a
free
app
ropr
iate
pub
lic e
duca
tion.
(3)
Sch
ool d
istr
ict p
olic
ies
shal
l gov
ern
liabi
lity,
if a
ny, f
or th
e lo
ss o
rda
mag
e of
ass
istiv
e te
chno
logy
dev
ices
.(4
) S
choo
l dis
tric
t pol
icie
s sh
all g
over
n tr
ansf
er o
f an
assi
stiv
e te
chno
logy
devi
ce w
hen
a ch
ild w
ith a
dis
abili
ty u
sing
the
devi
ce c
ease
s to
atte
ndsc
hool
in th
e di
stric
t tha
t pur
chas
ed th
e de
vice
. "T
rans
fer"
mea
ns th
epr
oces
s by
whi
ch a
sch
ool d
istr
ict t
hat h
as p
urch
ased
an
assi
stiv
ete
chno
logy
dev
ice
may
sel
l, le
ase
or lo
an th
e de
vice
for
the
cont
inui
ng u
seof
a c
hild
with
a d
isab
ility
who
is c
easi
ng to
atte
nd s
choo
l in
the
dist
rict.
[Fed
eral
Reg
ulat
ion:
34
CF
R 3
00.3
08]
VIII
. A
ssis
tive
Tec
hn
olo
gy
A.
The
dis
tric
t ens
ures
that
ass
istiv
e te
chno
logy
dev
ices
or
assi
stiv
ete
chno
logy
ser
vice
s, o
r bo
th, a
re m
ade
avai
labl
e if
they
are
iden
tifie
das
par
t of t
he s
tude
nt’s
IEP
. T
hese
ser
vice
s an
d/or
dev
ices
may
be
part
of t
he s
tude
nt’s
spe
cial
edu
catio
n, r
elat
ed s
ervi
ces,
or
supp
lem
enta
ry a
ids
and
serv
ices
.
B.
On
a ca
se-b
y-ca
se b
asis
, the
dis
tric
t per
mits
the
use
of s
choo
lpu
rcha
sed
assi
stiv
e te
chno
logy
dev
ices
in th
e st
uden
t’s h
ome
or in
othe
r se
tting
s if
the
stud
ent’s
IEP
team
det
erm
ines
that
the
stud
ent
need
s ac
cess
to th
ose
devi
ces
to r
ecei
ve a
free
app
ropr
iate
pub
liced
ucat
ion.
In
thes
e si
tuat
ions
, dis
tric
t pol
icy
will
gov
ern
liabi
lity
and
tran
sfer
of t
he d
evic
e w
hen
the
stud
ent c
ease
s to
atte
nd th
e di
stric
t.
See
Att
ach
men
t D
.
PPS Department of Special Education Individualized Education Program
6.21 Revised: September 2003
PORTLAND PUBLIC SCHOOLSATTACHMENT D
ASSISTIVE TECHNOLOGYLOANS TO STUDENTS
District-purchased assistive technology devices may be loaned to a student with a disability in order to receive afree appropriate public education. Parents are liable for loss, theft or damage due to negligence or misuse of thesedevices. When the student is no longer eligible for special education services in the District, including moving out ofthe District and moving to another school district, the assistive technology devices will be returned to the District.
PPS Department of Special Education Individualized Education Program
6.22 Revised: September 2003
[This page intentionally left blank.]
PPS Department of Special Education Individualized Education Program
6.23 Revised: September 2003
INDIVIDUALIZED EDUCATION PROGRAMSection 6
Portland Public SchoolsSpecial Education
OPERATIONS
PPS Department of Special Education Individualized Education Program
6.24 Revised: September 2003
[This page intentionally left blank.]
PPS Department of Special Education Individualized Education Program
6.25 Revised: September 2003
INDIVIDUALIZED EDUCATION PROGRAM (IEP) PURPOSE
Following assessment and a special education eligibility determination, an Individualized Education Program (IEP)is written by a group of individuals who comprise the student’s IEP team. The IEP for students with educationaldisabilities serves many purposes.
At least annually the special education teacher or special education specialist convenes an IEP meeting to review astudent’s progress toward his or her IEP annual goals and short-term objectives. The special education teacher orspecialist is responsible for setting up the IEP meeting, inviting the appropriate participants, and conducting themeeting. An IEP Progress Report form (C-7 Review) must be completed on a quarterly basis.
1. The IEP is based on the unique individual needs of a student. The intent of the federal and stateregulations and district policy and procedure is that the IEP is planned by a team and implemented for eachstudent as an individual.
2. The IEP is the written document, which identifies the special education and related services for astudent and coordinates the needed transition services with the student's individual goals andobjectives. It is a commitment of specially designed instruction and related services to meet the uniqueeducational needs of an individual student.
3. The IEP is a team process. The team includes the parent(s), the student (when appropriate), a generaleducation teacher, a special education teacher and a District Representative. The team process is based onthe equal participation of each member. The team identifies the student’s individualized educational needs,develops specific skill goals and objectives, which are clear and measurable, identifies any necessaryinstructional modifications and determines the necessary related services.
4. The IEP is a management and evaluation tool for parent(s) and school personnel. The IEP directs theimplementation of a student's specific special education services. The evaluation and schedules informationis used to measure the student's progress toward achievement of his/her IEP goals and objectives. It alsoensures that a student is receiving a free appropriate public education as agreed upon by the team.
5. The IEP is a process which facilitates communication between parents and District personnel.
6. The IEP is a process for resolving differences. It provides an opportunity for parents and schoolpersonnel to discuss educational concerns.
PPS Department of Special Education Individualized Education Program
6.26 Revised: September 2003
SPECIAL EDUCATION SERVICE DELIVERY MODELS
The District employs two different models for the delivery of special education services:
1. Direct services and2. Consultation services.
These models apply to the provision of specially designed instruction and related services. In addition, astudent’s IEP team may use either or both models with a specific student.
Direct Services. Direct services involve direct interaction by a special education teacher or service provider with astudent or group of students on a regularly scheduled basis, such as daily, weekly or monthly.
Consultation Services. Consultation services involve special education teachers or service providers providingtechnical assistance and training to other individuals who deliver the services to the student. The actual serviceprovider may be a regular education teacher or an educational assistant. The special education teacher must meetwith the actual provider on a regular basis, assist with designing educational materials for the student, providetraining to the provider regarding how to deliver the instruction, determine the student progress, revise theinstruction if necessary and document all of these requirements.
Documentation of Consultation Services on an IEP. The IEP form must state the actual amount of time thestudent will receive specialized designed instruction from the regular education or educational assistant. Theconsultation process must be described in the accommodations and modifications section of the IEP form.
PPS Department of Special Education Individualized Education Program
6.27 Revised: September 2003
PARTICIPANTS IN IEP MEETINGS
The staff member responsible for arranging the IEP meeting must ensure that a "District Representative" is presentat the IEP meeting. The person fulfilling the role of “District Representative” can be any District staff who isqualified to provide or supervise the provision of special education services. This may be a SpeechPathologist, Special Education Teacher, School Psychologist, Adaptive Physical Education Teacher. It may not bean Occupational Therapist, Physical Therapist or Regular Education Teacher. The District Representative musthave authority to make decisions about the specific special education and related services that will be provided.This person may wear two hats and may function as another member of the team.
For the majority of the students (students NOT in need of complex, extensive, or unusual services), theDistrict Representative will be one of the staff members already knowledgeable about the student andhis/her needs. Special education teachers, speech pathologists, psychologists and program chairs arequalified and authorized to commit the services they provide as well as usual and customary relatedservices and placements. Usual and customary related services are the services provided by itinerantspecialists such as autism specialists, occupational therapists, physical therapists, and psychologists.Usual and customary placements are Resource Centers and the continuation of any placement in aStructured Learning Center (SLC).
An initial placement in a Structured Leaning Center involves advance planning by the IEP Team andspecial education supervisory staff. It is expected that prior to the IEP Team decision, planning occurs withthe provider of the proposed services.
District Special Education Supervisors need to be involved as the District Representative when a student's needsare complex, extensive, or unusual. Complex, extensive, or unusual services include extraordinary safety andmedical needs, extensive specialist service, additional staff, transportation other than bus, and purchase of out-of-district services. If it is not clear who should be the "District Representative" in a specific case, contact your Clusteror Program Supervisory staff.
PPS Department of Special Education Individualized Education Program
6.28 Revised: September 2003
PARENT NOTICES AND DISCUSSIONS AT MEETINGSIN THE PARENT’S NATIVE LANGUAGE
Procedure: When translation or interpreter services are needed, the ESL Request for Services form mustbe completed and signed by the Director of Special Education. These forms are available from ESL staffmembers or the ESL Department and a copy of it is on the next page in this manual. A copy of thisdocument must be placed in the student’s special education file (green file).
Legal Requirements: Federal and Oregon law contain provisions which address when communicationswith parents must be in the parent’s native written or verbal language. The following is a summary of thoserequirements.
1. Meeting Notice form (i.e., for evaluation planning, eligibility, IEP and placement meetings, etc.)and Notice of Transfer of Rights form.
The law does not require that the District provide parents with these notices in the parent’s written native
language. See 34 CFR §§ 300.345, 300.517 and OAR 581-015-0063, OAR 581-015-0102. Therefore,these written notices do not have to be translated into the parent’s written native language. Instead,parents must be verbally informed of the notice in their native language and given a copy of the notice inEnglish. Place a copy of the Request for Services form in the student’s special education file (green file).
2. Prior Written Notice form:
The IDEA and Oregon law require that prior written notice must be provided in the native written languageof the parent, or other mode of communication, used by the parent, unless it is clearly not feasible to do so.If the native language or other mode of communication of the parent is not a written language, the Districtmust take steps to ensure:
(i) That the notice is translated verbally or by other means to the parent in his or her languageor mode of communication;
(ii) That the parent understands the content of the notice; and(iii) That there is written evidence that the requirements in (i) and (ii) have been met.
District staff must have prior written notice forms translated into the parent’s written native language unlessit is clearly not feasible to do so. If it is clearly not feasible, the form must be verbally interpreted for theparent by a qualified interpreter. On the Request for Services form, write that the parent understands thecontents of the notice and have the parent sign it. The written translation may be written below the English
content on the prior written notice form. See 34 CFR § 300.503 and OAR 581-015-9975. Place theRequest for Services form in the student’s special education file (green file).
3. Parent Consent forms (i.e., for consent to release information for an evaluation and forplacement into special education)
The law requires that when the parent provides the District with consent for an activity, the parent must give“informed” consent. This means that when the parent has been fully informed of all information relevant tothe activity for which consent is sought, in the parent’s native language or other mode of communication,unless it is clearly not feasible to do so. These forms must be verbally interpreted for the parent by a
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qualified interpreter. The forms do not have to be translated into the parent’s written native language.Place a copy of the Request for Services form in the student’s special education file (green file).
4. Discussions at Meetings (i.e., meetings for evaluation planning, eligibility, IEP, placement andmanifestation determination):
Under the law, school districts must make reasonable efforts to ensure that the parent understands theproceedings at a meeting, including arranging for an interpreter for parents who are deaf or whose native
language is other that English. See 34 CRF § 300.345 and OAR 581-015-0063. District staff must arrangefor a qualified interpreter to attend these meetings so that the parent understands the proceedings.However, the law does not require that the District provide the parent with a written translation in theparent’s native language of a student’s IEP or other District forms, including the Medical Statement orHealth Assessment form; Placement Determination form; ESY Addendum for (C-ESY); ESY Data form (C-ESY Data); Service Plan form (C-Service Plan); Functional Behavioral Assessment form; BehaviorIntervention form; Manifestation Determination form; or Behavior Intervention Plan form. It is sufficient tohave a qualified interpreter at the meeting who verbally translates the content of the meeting and forms tothe parent. The interpreter may also need to be available to the parent after the meeting if the parent hasadditional questions. Place a copy of the Request for Services form in the student’s special education file(green file).
5. Procedural Safeguards Notice (Parent Rights Brochure):
The procedural safeguards notice must be provided in the written native language of the parent or other
mode of communication used by the parent, unless it is clearly not feasible to do so. See 34 CFR §300.504 and OAR 581-015-0079. Special Education Parent Rights Brochures are available in the followingtranslations: 1) English, 2) Spanish; 3) Chinese; 4) Vietnamese; and 5) Russian. If District staff are workingwith a parent whose native language is not one of these five written translations, staff must arrange for aqualified interpreter to verbally interpret the document for the parent. Place a copy of the Request forServices form in the student’s special education file (green file).
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TEACHER ATTENDANCE AT IEP MEETINGSCONTRACT PROVISIONS
Article 20 Workday/Work Year/School Calendar
B. 3. Beginning in 1999-2000, in addition to contractually provided planning days, special education unitmembers assigned to conference with parents and write IEPs shall be provided three (3) days of releasedtime, per year, for that purpose. A special education unit member may elect to use these days or theequivalent hours before or after the school year or outside his/her workday at his/her per diem hourly rateof pay.
B. 4. Beginning in 1999-2000, unit members who are required to conference regarding IEPs shall have asubstitute provided to allow for such meetings to occur within the workday. If a unit member volunteers toattend such conference outside of the workday such member shall be compensated at his/her per diemhourly rate.
Procedures:
1. Special Education unit members will complete documentation form for writing IEPs and/or IEPconferencing with parents.
A. In order to receive release time/substitute, the special education member must notify the buildingprincipal (Special Education Supervisor for itinerant staff) in advance of the day(s) that a substituteis being requested. Complete the documentation form and follow District procedures for obtaininga substitute. (Article 20, B. 3.)
B. In order to receive your per diem hourly rate, the special education unit member must complete thedocumentation form. If your workday is 7.5 hours (i.e. teachers, adapted P.E., speech languagepathologists) the total number of hours available under Article 20 Section B. 3. is 22.5. If yourworkday is 8.0 hours (i.e. school psychologists, audiologists) the total number of hours available is24. Less than full time employees will receive hours proportional to their workday. (i.e. .5 FTE =3.75 hours x 3 days = 11.25 hours) (Article 20, B. 3.)
C. In order to receive release time/substitute for required conferences regarding IEP’s, the buildingprincipal (Special Education Supervisor for itinerant staff) must be notified in advance of thetime/day/s that a substitute is being requested. Complete the documentation form and followDistrict’s procedures for obtaining a substitute. (Article 20, B. 4.)
D. In order to receive your per diem hourly rate for required attendance at conferences regarding IEPsthat occur outside your workday, complete the documentation form for such IEP meetings requiringyour attendance. (Article 20, B. 4.)
2. General Education unit members required to conference regarding IEPs must complete the documentation form. (Article 20, B.4.)
A. In order to receive release time/substitute, the building principal must be notified in advance of thetime/day a substitute is being requested. Complete the documentation form and follow Districtprocedures for obtaining a substitute.
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B. In order to receive your per diem hourly rate for IEP conferencing outside of your workday, completethe documentation form for such IEP meetings requiring your attendance.
C. STUDENT ID NUMBERS ARE REQUIRED ON THE DOCUMENTATION FORM.
Note: IEP meetings must be scheduled at a mutually agreed upon time and location.
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PROACTIVE APPROACHES TO SUCCESSFULIEP/IFSP MEETINGS
I. The Agenda
A. Set forth each topic to be covered, the time allotted for each and the individual who will be primarilyresponsible for providing information.
B. Note the objective or outcome for each agenda item (e.g., “The team will select the placement that isthe least restrictive environment in which the IEP can be implemented”).
C. Consider distributing the agenda ahead of time or inviting the parents to submit issues that they wouldlike to be considered for agenda items.
D. Establish a firm “end time” and a statement of what must be accomplished by that time, as well asnoting times that anyone will have to leave early.
E. Assign a facilitator, who will review the agenda and the rules of comportment at the beginning of eachmeeting, and can also act as timekeeper – the facilitator will also frame the questions so that eachobjective on the agenda is addressed.
F. Beware of the following:• last minute additions to the agenda;• methodology discussions and other day-to-day teaching issues;• rehashing decisions made at prior meetings;• personnel issues/assignments; and• issues not properly before or to be determined by the IEP team.
II. Conducting the Meeting
A. The facilitator is responsible for giving individuals an opportunity to dissent and/or respond tocomments, but also for drawing closure and moving the team on to the next agenda item, evenwhen agreement is not reached.
B. Control of repetition of positions, argumentation, rehashing an issue.
C. When time is running out – options to consider:• set another date and time;• decide to keep working;• decide NOT to meet again; and• bring the agenda items to closure.
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IEP MEETING RULES
In order to foster a cooperative, productive environment and in order to ensure an efficient resolution of anydisputes or matters of discussion, the District requests and requires that all IEP meeting members andattendees adhere to the following rules of procedure:
1. Participants will adhere to the subject matters and time limits set out in the agenda.
2. Each person will be given an opportunity to share his or her viewpoint without interruption, and onlyone person will speak at a time.
3. Absolutely no profanity or derogatory language will be tolerated, and use of such language will result inimmediate expulsion from the meeting.
4. All participants will show respect and tolerance for others’ thoughts and opinions, and comments willfocus on the substance of the matter at hand - - not personal attacks on the speaker or the serviceprovider.
5. When the facilitator determines that consensus cannot be reached, the meeting minutes will reflect theviewpoint of each participant or group of participants, and the facilitator will summarize the finaldecision and offer of the school district.
6. Team members will focus their comments and attention on current issues, instead of decisions ordiscussions at previous meetings.
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DRAFTING IEP GOALS AND OBJECTIVES
The following are required components of an IEP:
1. Present Level of Performance
a. A brief statement of strengths and weaknesses in the skill area;b. Concise information about the current skill level;c. Measurable and objective terms that can be understood by a parent; andd. A description of how the disability affects the child’s involvement and progress in the general
curriculum.
Remember: The PLOP sets forth the information that will be used when drafting the ANNUAL GOALSand SHORT-TERM OBJECTIVES.
2. Annual Goal
a. Identifies an area of focus;b. Relates to meeting the student’s needs and enables the student to be involved in and progress in
the general curriculum;c. Can be reasonably accomplished in 12 months; andd. Relates directly to the information in the PLOP.
3. Short-Term Objectives
a. An observable and measurable behavior that is a subcomponent of the student’s ANNUAL GOALor
b. An intermediate step between the PLOP and the accomplishment of the ANNUAL GOAL.
Remember: The purpose of a SHORT-TERM OBJECTIVE is to gauge how well the child isprogressing toward achievement of the ANNUAL GOAL. Special education teachers must review thestudent’s progress on SHORT-TERM OBJECTIVES to determine whether the student is makingsufficient progress to achieve his or her ANNUAL GOAL by the end of the year.
4. Criteria and Evaluation Procedures
a. Write the CRITERIA that indicates how the student will demonstrate the skill to be consideredsuccessful as it relates to the ANNUAL GOAL.
b. Write the EVALUATION PROCEDURES that will be used to determine if the student has met theCRITERIA (examples: work samples, state wide performance, etc., standardized test, curriculumbased assessments)
5. Data Collection
The service provider will:
a. Be able to identify where a student is functioning in regard to meeting his goals and objectives;
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b. Have documentation to support the progress reported; andc. Plan, adapt and modify instruction based on the collected data.
To show compliance with the IDEA, DATA must be maintained for five years beyond the year in which the data wascollected.
Remember:1. The purpose of a SHORT-TERM OBJECTIVE is to gauge how well the child is progressing toward
achievement of the ANNUAL GOAL. Special education teachers must review the student’s progress onSHORT-TERM OBJECTIVES to determine whether the student is making sufficient progress to achieve hisor her ANNUAL GOAL by the end of the year.
2. Do not confuse quarterly progress report data with the instructional or behavioral data that is collected morefrequently and informally reviewed to monitor ongoing effectiveness of behavior interventions and theinstructional strategies.
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REVISING AN INDIVIDUALIZED EDUCATION PROGRAM (IEP)
At an annual IEP meeting, a new IEP Cover Sheet Part I and II forms (C-7 Parts I and II) are completed. Thispractice should continue.
In the past, when IEP revisions were made and it was not an annual review, District staff were instructed to notmake the changes on the IEP Cover Sheet. Instead, they were asked to describe the changes on an IEP Reviewform (C-7 Review). This practice has created tremendous confusion when a staff member needs a copy of thestudent’s current IEP. Staff can never be certain that the IEP they find is complete without reviewing the entirespecial education file. Therefore, this practice will no longer be used.
When District staff convene an IEP meeting and it is not an annual IEP meeting, all revisions must be noted on theexisting IEP. The following procedures must be followed:
1. On the IEP Cover Sheet state that there was an IEP review meeting and the date of the meeting.
2. Do not change the original “IEP Meeting Date” unless the entire IEP was reviewed and revised. In thatcase, use a new IEP Cover Sheet.
3. Do not change the “Starting Date” unless the specific needs of the student require that you do so. Thestudent’s annual IEP review date and duration should be the same, and will occur as set forth on theexisting IEP.
4. You can make the changes using any language as long as it is clear to the reader what was revised andthe date of the revisions.
5. Attach a page that states the date of the IEP meeting and lists the IEP team members in attendance.
6. If you need more space under the modification and accommodation section of the IEP, add anotherpage. Note on the original the date and revisions and that there is an attached page.
7. If you are making minor revisions to goals and objectives, write the date of the meeting, state there is arevision, and make the revision on the existing goal and objective page. If you are adding new goals andobjectives and need more space, note this with the date on the existing page and attach additional goaland objective pages.
8. If you add new goals, you must report progress on these on a quarterly basis.
9. Remember, that as long as you clearly record on the existing IEP what you are revising, there is no rightor wrong way to make these revisions. You are encouraged to use any language that clearly describesthe changes made by the IEP team.
10. Provide the parent with a Prior Written Notice form addressing the revisions that were made. The onlytime a Written Prior Notice form is not required is when you are holding an annual IEP Meeting at whichthe entire IEP is reviewed and revised and the parent is present at that meeting.
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11. At the end of the meeting, staple all of the IEP pages together, including the existing IEP and the revisedpages. This is the student’s current IEP, and copies of this should be given to the parents and staff andplaced in the student’s special education file.
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CHECKLIST OF IEP COMPONENTS
Present Level of Performance (PLOP)
Reflects the student’s strengths and weaknesses;
Describes the current skill level;
Describes how the disabilities affect the student’s involvement and progress in the general curriculum;
Is measurable;
Is written in objective terms; and
Is understandable to all team members.
Annual Goals
Relates directly to the PLOP;
Identifies areas of focus;
Relates to the student’s needs;
Can be accomplished in 12 months;
Is measurable;
Is written in objective terms; and
Is understandable to all team members.
Short Term Objectives
Is a subcomponent of or intermediate step to the annual goal;
Provides conditions (i.e. “Given…”) if appropriate;
Does not include criteria, evaluation, procedures or schedule or review; and
Is measurable.
Criteria
Indicates sufficient progress towards achieving annual goal.
Evaluation Procedure
Indicates how the student’s performance will be evaluated on achieving annual goals.
Revise each of the IEP elements to include any items not checked. All must be present.
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PORTLAND PUBLIC SCHOOLS531 S.E. 14th Ave., Portland, Oregon 97214(503) 916-5840 / FAX (503) 916-2714email: [email protected] M. Kilcrease, Ph.D Director of Special Education
MEMORANDUM
DATE: November 14, 2000TO: All Special Education StaffFROM: Maxine Kilcrease, Director of Special Education
Connie Bull, Special Education Legal SpecialistRE: Completion Dates of Annual IEPs
Several questions have been raised regarding the completion of a student’s annual IEP. This memorandumaddresses those questions.
As a general rule, a student’s annual IEP must be finalized on or before the date of the student’s prior IEP, i.e.within 365 days. In order to accomplish this, District staff must schedule the evaluation planning meeting, theevaluation, and an IEP meeting in advance of that date. In those cases where it has historically taken several IEPmeetings to finalize an IEP, District staff should take this into account when scheduling the required activities sothat the IEP is finalized on or before the prior IEP date. If the team meets on several different dates, all dates mustbe listed on the IEP cover sheet, and the date on which the IEP is finalized must be circled. If a student’s IEP is notfinalized by the date of his or her prior IEP, the District may be found in violation of the IDEA in an IDEA complaintinvestigation or due process hearing.
In the rare* case where a team has not finalized a student’s IEP by the required date, District staff may do one oftwo things. First, if the student has not met all of the goals and objectives on the IEP, staff may extend the past IEPfor 30 days to allow for the completion of the new IEP. Alternately, staff may implement those portions of the newIEP that are finalized and the sections of the prior IEP that have not been revised but have not been achieved bythe student. The parent must agree with whichever alternative is chosen. It is important to keep a record of allmeetings and record the IEP decision and the parent’s consent on a prior written notice form (C-10) and provide theparent with a copy of this form.
*Note that the procedures relating to an extension of a prior IEP should only be used in rare cases because it isprobable that the District will be found out of compliance with the IDEA regarding the IEP completion date even ifthese procedures are followed.
jam/110600IEPCompletion
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HEALTH SERVICES AND THE IEP
Students who have the disability of Other Health Impaired (OHI) may require health or nursing protocols, oremergency medical protocols, in addition to special health-related IEP goals.
1. To obtain assistance from a nurse for students suspected as OHI, or eligible as OHI, contact the schoolnurse.
2. The nursing protocol, or emergency medical protocol, is written by either a nurse who assessed the student'scondition and needs, or by the student's physician. It describes the plan of care necessary for the student tofunction in the school environment.
3. Nursing is listed on the IEP as a related service under health services.
a. Nursing as a related service only:
If the student requires only a nursing or emergency medical protocol, the health service (relatedservice) box is checked.
b. Nursing as a related service and IEP goal:
If a component of the plan of care results in a skill that the student will be expected to achieve or carryout, an IEP goal is written, i.e., student will suction self, student will demonstrate self-catheterizationskills. The goal will also indicate who will be responsible for the instruction.
c. In both instances, the IEP manager will contact the nurse before the annual review to determine thestudent’s annual progress and whether the goal and related services should continue, and quarterly inorder to complete a progress report for this goal.
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Q & A on Modified Grading and Report CardsOregon Department of Education
February 16, 2001
Although the Individuals with Disabilities Education Act (IDEA) and its regulations do not specifically addressmodified grading and grade reporting practices, ODE often gets questions from school staff and parents aboutthese issues. This Q & A is based on information from various sources, including the Office of Civil Rights ofthe U.S. Department of Education, and other special education legal references. Our purpose in providing thisinformation is to support equitable and non-discriminatory treatment of students with disabilities.
1. Must a student with a disability be given grades in a general education classroom?
It depends. If grades are the standard used for granting general education credit, students with disabilitiesenrolled in that class should receive grades. Grades provide a measure of the student's mastery of aparticular subject area, and provide the IEP team with information to make appropriate educational decisions.
2. May a student with a disability in a general education classroom be given a modified grade ratherthan a standard grade?
Alternative grading systems may be appropriate as long as the district ensures that grading policies andpractices are not discriminatory. For example, the district may offer alternative pass/fail grading for allstudents, regardless of whether or not a student has a disability. If an asterisk on the report card indicates,"individualized learner objectives", then the use of an asterisk would have to be applied to all students, notjust those receiving special education.
Modified grading (and/or modified curriculum) may be necessary when a student's disability makes itimpossible for them to achieve the level of performance expected of other students. A student's IEP teamwould decide if modified grading (and/or modified curriculum) is necessary for a student with a disability. Atleast one of the student's regular education teachers participates on the IEP team. This is a critical area ofIEP team participation for regular education teachers.
Not all modifications or accommodations on a student's IEP affect the student's ability to master the objectivesof the course. For example, a student with learning disabilities who needs books on tape and to take testsorally may acquire sufficient knowledge of world history to master the objectives of the course. Thesemodifications/ accommodations do not, of themselves, imply that the course content has been modified or thatthe grading system needs to be modified for this student.
3. Can classes be identified as special education classes on the high school student's report card ortranscript to indicate that the student has had a modified curriculum in a general education class?
No. The class should be described based on the content of the curriculum. Words such as "Englishessentials" or "practical math applications" or other descriptive phrases must be used. Other acceptabledescriptive words include: "basic", "level 1", "independent study", etc. Words such as "special educationEnglish" or "resource math" should not appear on the transcript.
If a student is in a general education math class but is working on math skills at a much lower level (say, theclass is 8th grade algebra, but the student is working on functional math skills), the transcript or report cardshould indicate that that period is a functional math skills class (rather than algebra) for that student.
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Alternatively, the transcript or report card could identify the class as algebra with an asterisk that indicates thestudent is working on "individualized learner objectives."
4. Can asterisks or other symbols or codes be written on a high school student's report card ortranscript to indicate that the student has had a modified curriculum in the general education class?
Yes. Modifications or exceptions to the grading scale may be identified as long as the notation ofmodifications or exceptions does not identify the student as having a disability or being in special education.These modifications or exceptions must be available to any student, not just those students with disabilities.An asterisk after the grade may denote that the student received modified grades or completed work at alower grade level. However, the explanation of the asterisk on the transcript or report card may not indicatethe student's participation in special education.
The decision to specially mark a class should not be based on the student's disability but used only where astudent is unable to master the objectives of the course even with appropriate modifications/accommodations.
5. Is it considered discrimination for students with disabilities to receive low or failing grades?
No. However, continuing a student in a class where the student is receiving poor grades needs to beconsidered by the IEP team. The team should review the student's performance and his/her behaviors andreview whether the student is receiving the necessary special education and related services, supports, andaccommodations and modifications.
6. How does an IEP team decide whether a student needs modified grading?
Typically, grades may reflect:
• The relative quality of a student's work;
• The student's readiness for future instruction;
• The student's level of competence/skill mastery;
• The student's effort and participation; and/or
• The student's completion of class work and homework.
The IEP team may want to discuss how these factors will be applied to a student with a disability, and whetherany of these factors need to be adjusted because the factor is disproportionately affected by the student'sdisability. It is critical that a general education teacher participate in this discussion and decision-makingprocess. This is an area where it is critical to have collaboration between general and special educators, thestudent and the parents.Examples:
a. An IEP team is considering grading for a student with ADHD and serious organizational problemswith homework. The team decides that the student needs targeted instruction on organizational skillsand daily home-school communication to maintain a homework system. The team agrees to modifiedgrading (not counting homework for grading purposes as long as the student can demonstrate courseobjectives based on classroom work) for one quarter while the team evaluates the effectiveness ofthe other interventions. The student's IEP includes the following:
Specially Designed Instruction:
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organizational skills 20 min/day classroom 1/28/01 to 3/12/01
Supplementary Aids/Services, Modifications & Accommodationshome-school communication daily classroom 1/28/01 to 3/12/01(first period teacher to give student tracking form)(last period teacher to check for completeness)modified grading quarterly classroom 1/28/10 to 3/12/01(quarter grade not to be reduced by missing homework, across all classes, third quarter only, to bereconsidered at end of third quarter)
b. An IEP team is considering grading for a student with a communication impairment who unable tospeak up in class. The team decides that class participation will not be counted for grading purposes,and that the teacher will periodically meet with the student individually or in a small group to give thestudent more comfortable opportunities for practicing her communication skills. The student's IEPincludes the following:
Supplementary Aids/Services, Modifications & Accommodations;modified grading quarterly classroom 1/28/10 - one year(classroom participation not factored into grade, across all classes)modified assignments see * classroom 1/28/01 - one year*when oral presentations are assigned, student will be offered optionto present in small group or 1:1 with teacher
c. An IEP team is considering grading for a student with mental retardation who receives all of herspecial education services in a regular class. She is mostly working on individualized objectives thatparallel the regular curriculum but she cannot demonstrate mastery at the same level expected ofother students at that grade level. The IEP team decides that the student will be graded in eachcontent area based on mastery of her individualized learning objectives. In a few areas she is capableof demonstrating mastery at the same level expected of other students at that grade level. In thoseareas, she will be graded as the other students are.
The student's IEP includes the following:
Supplementary Aids/Services, Modifications & Accommodations;modified grading daily classroom 1/28/10 - one year(grades based on IEP objectives for reading, written language, math)(grades in science, social studies, music & PE not modified)
7. Can a general education teacher refuse to implement modifications and accommodations on astudent's IEP?
No, individual teachers do not have the discretion to refuse to implement modifications and accommodationson a student's IEP.The teacher should inform the student's special education teacher or case manager if the teacher believesthat the modifications and accommodations are unnecessary or inappropriate. In that case, the specialeducation teacher or case manager may need to schedule an IEP meeting to consider changing themodifications and accommodations on the IEP.Similarly, the teacher should inform the student's special education teacher or case manager ifimplementation of the modifications and accommodations in that class would somehow interfere with thestudent's ability to earn credit in that class. In that case, the special education teacher or case manager may
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need to either schedule an IEP meeting or confer with the parents and school counselor about a schedulingchange.8. What happens if the IEP team decides in Example (a), above, that the student's homework shouldnot be counted as part of the student's grade, but the science teacher believes that completingscience homework is a critical component of demonstrating course objectives?
It is important to remember that the IEP team decides what modifications and accommodations are necessaryfor a student, but the IEP team does not decide the impact of those modifications and accommodations oncredit and course completion. As stated above, all teachers must implement IEP modifications andaccommodations. However, if the science teacher says doing the homework is necessary to demonstratingthe course objectives, other options may need to be considered, such as:
a. Exploring whether a different science class is available that is based on class work rather thanhomework;
b. Deferring participation in the science class; or
c. Providing additional support for the student to assist them with homework organization andcompletion.
Or, the team may decide that if homework is reduced or eliminated in other classes, the student has the skillsto manage the science homework.
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PRIOR NOTICE OFGRADUATION AND
TERMINATION OF SERVICES
Parents are entitled to reasonable prior notice of the District’s intent to terminate special education services whenstudents graduate from high school with a regular diploma. A Prior Notice of Special Education Action (C-10)should be sent to parents in April to provide time for parents to dispute such a decision if they choose to do so.Furthermore, a decision to terminate service should be based on a review of IEP to determine if all IEP goals havebeen met or will be met at the time of termination of services. To allow the IEPs of students who will graduate tolapse without such a review violates the due process rights of students and their families.
The following procedures apply:
1. At the end of the student’s junior year or the beginning of the senior year, write a final Transition Plan(C-7TP) and IEP with goals that are projected to be met by the time of graduation.
2. Review the IEP and TP of each graduating student in April--by phone if necessary. Reach agreement(if appropriate) that the IEP goals will be met by the time of graduation and that special educationservices will be terminated. File the Meeting Notice form (C-2) and the Documentation of IEP Review(C-7 Review) with the data clerks. Indicate the date services will terminate on the Prior Notice ofSpecial Education Action (C-10) and mail the parents (and student if 18 years old) a copy in April, butretain the white copy of the C-10 to file at the year’s end, completing the information in the box at thebottom of the form. This will allow the District to keep accurate records of which students graduated,and whether they received a standard or modified diploma. Remember that a Prior Written Notice ofSpecial Education (C-10) is not the documentation of an action already taken by the District. It is priornotice to the parents that the District will take such action.
3. Prior notice is not needed for students receiving modified diplomas who are going to return for specialeducation services. A new TP and IEP will reflect the change in service for a student who is returningto school for work experience only. Remember that, when writing goals for students returning for workexperience only, they must receive specially designed instruction. Service time must reflect aminimum commitment by the work experience coordinator/vocational transition specialist to meet withthat student on a regular basis to deliver the instruction.
4. Under the IDEA, the obligation to make free appropriate public education (FAPE) available does notapply to students with disabilities who have graduated from high school with a regular high schooldiploma. 34 CFR § 300.122(a).
5. Under the IDEA, District staff are not required to complete a reevaluation before terminating a student’seligibility due to graduation with a regular high school diploma. 34 CFR § 300.534.
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Appendix AExtended School Year
DISTRICT TIMELINE CALENDAR
September October-November December
Review student files todetermine which studentsreceived ESY duringsummer break.
Check all IEPs for studentswith ESY to be considered.
If the student has receivedESY in the past, revieweligibility and complete allESY paperwork at his/herannual IEP meeting.
Probe skills underconsideration following 20-30 instructional days frombeginning of the schoolyear.
Document on C-ESY Dataform.
Identify those skills notrecouped to previous levelafter instructional period.
Probe skills underconsideration prior towinter break.
Document on C-ESY Dataform.
Be prepared to determineESY eligibility at upcomingIEP meetings.
January February March
Collect skills underconsideration after 3-5instructional days (after 2-week break).
Document on C-ESY Dataform.
For new students, initiate,if appropriate, an ESYmeeting to decide ESYservices, if data issufficient to make adecision.
Continue to have ESY orIEP meetings to determineeligibility and completeESY forms.
If further data is needed,probe skills underconsideration, prior tospring break.
April-May June August
Collect data after 2-3 daysof instruction, followingspring break.
Continue to have ESY orIEP meetings.
Ensure that the ESYCoordinator has allnecessary forms by May1st.
During the last 10instructional days of theschool year, probe skills ofstudents who will receiveESY over the summerbreak
Send data and necessarymaterials and equipment toESY Coordinator.
Teachers will be sent theSummer Data for each oftheir ESY students whoattended ESY during thesummer.
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DISTRICT ESY CHECKLIST
1. _____ ESY Meeting Preparation
ESY eligibility may be determined at the yearly IEP meeting for students who have received previous ESY servicesand where there is no significant change,
Set IEP or ESY meeting date and send Notice of Team Meeting form to parents. Complete C-ESY Data prior to the meeting.
2. _____ Convene IEP/ESY Team Meetings before May 1st to determine eligibility for ESY
Determine if student meets the following two Eligibility Criteria.
1) Does student demonstrate significant regression on any IEP goals and objectives? Regression is defined asa significant loss of skills or behaviors; and
2) Does student demonstrate limited ability to recoup skills in these areas within a reasonable period of time?
Complete C-ESY Pgs.1 and 2 of Addendum at the meeting.
3a. _____Students Not Meeting ESY Eligibility Criteria
Parents receive Prior Written Notice of Special Education Action to notify them of theteam’s decision.
3b. _____ Students Meeting ESY Eligibility Criteria – send the following forms to parents, and/or student records, and/or Lynn Taylor, the ESY Coordinator.
Form Give toparents
Send to LynnTaylor, BESC
by May 1st
Send to StudentRecords/Data
Prior Written Notice of Special Education Action_______ _______
C-ESY Pg. 1 of Addendum_______ _______ _______
C-ESY Pg. 2 of Addendum_______ _______ _______
C-ESY Data_______ _______ _______
Parents Rights_______
ESY Registration _____
ESY Materials and Equipment _____
IEP Coversheet(Targeted goals and objectives highlighted)
_____
Transportation Request (TD-7) (if needed)(Include current address, phone number, summer pick-uplocation, summer drop-off location.) _____
ESY Contract Program Request(if needed) _______ _______
4. _____ Develop a list of student names whom you anticipate will be eligible for ESY. Send the list to Lynn Taylor by October 15th. A request for ESY may be initiated by the district or a parent. This information is helpful in projecting ESY staffing needs.
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ESY FLOW CHART(Contains information from ESY Checklist)
Develop a list of names of students whom you anticipatewill be eligible for ESY. Send to Lynn Taylor by October15th. ESY request may be initiated by school or parents.
IEP team shall convene between October 1st and May 1
st to share ESY Data and
collect all information necessary to determine the student’s eligibility. (Use C-ESYData Worksheet or comparable form to document ESY determination.)
The IEP team shall determine:1) Does student demonstrate significant
regression on goals and objectives?(regression is defined as a significant loss ofskills or behavior) And
2) Does student demonstrate inability to recoupskills in these areas within a reasonabletime?
No Yes
For StudentRecords(DATA)
ALL ESY FORMS DUE TO LYNN TAYLOR, ESY COORDINATOR,By May 1st at BESC-Special Education
Plan ESY Meeting• Notice of Team Meeting• C-ESY Pages 1&2• C-ESY Data• Prior Written Notice of
Special Education Action.
• IEP cover sheet withservice times highlighted
• Transportation RequestForm. TD-7
• C-ESY Addendum Pages1&2
• C-ESY Data• ESY Registration Form• ESY Materials and
Equipment Form• IEP with targeted goals and
objectives highlighted.• If appropriate, ESY
Contract Program RequestForm
ESY PacketFor ESYCoordinator
• Parents given writtennotice of the decision andthe basis of decision.
• Prior Written Notice form.• Parents Rights Brochure.
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Portland Public Schools
Special Education
ESY REGISTRATION
Student Name:
Birthdate: __________________ Age:
PPS ID#: __________________
Parent/Guardian Name:
Address:
Phone:
Emergency Contact Emergency Contact
Name #1: #2:
Phone: Phone:
Childcare Provider (if applicable)
Name: Phone:
Address:
Teacher Name:
_________________________
School:
_________________________
Today’s Date:
_________________________
Summary of Behavioral Considerations:
Additional information: (please attach if marked “yes”)
YES NO
Feeding Protocol � �Seizure Protocol � �Specialized Equipment � �Communication Systems � �Other � �
TO BE FILLED OUT BY ESY STAFF:
Classroom Assignment:
Teacher:
Related Service Providers:
Days of Service:
Hours of Service:
Determined by:
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ESY CONTRACT PROGRAM REQUEST
DATE _______________________
STUDENT __________________________________ ID ________________
Current School Site _______________________________________________
Current Program Placement ________________ Eligibility ______________
Does this student have additional adult support? yes _____ no _____
If yes, check all areas that apply: academics ____ social/emotional ____ medical ____
District Rep. or Case Manager ______________________________________
Requested Contract Provider (Vendor) ________________________________
Address of Provider ______________________________________________
Amount of services requested (time, days of week, duration, etc.):
________________________________________________________________
________________________________________________________________
Rationale (Complete this section only if the vendor has not been pre-approved.)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Return to the ESY Coordinator if the vendor is pre-approved by ESY.
Return to Maxine if the vendor is not on the pre-approved list.
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ESY MATERIALS AND EQUIPMENT
Student:
Teacher:
School:
ESY Site:
GOAL AREAS
MOTOR & MOBILITY SOCIAL & BEHAVIOR
SELF MANAGEMENT ACADEMICS
COMMUNICATION VOCATIONAL & CAREER ED
All equipment and materials must be labeled with student’s name.
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INDIVIDUALIZED EDUCATION PROGRAMSection 6
Portland Public SchoolsSpecial Education
RESOURCES
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IDEA-PART B FINAL REGULATIONS*REGULAR EDUCATION TEACHERS AS IEP TEAM MEMBERSBy the Federal Office of Special Education Programs (OSEP)
(March 1999)
Regular Education Teacher on IEP Team Is Required by IDEA '97.The final Part B regulations incorporate the requirements of IDEA '97 regarding regular education teachers in theIEP process, including specifying that --
1. The IEP team for each child with a disability must include at least one regular education teacher of the child(if the child is, or may be, participating in the regular education environment) (see §300.344(a)(2)); and
2. The teacher must, to the extent appropriate, participate in the development, review, and revision of thechild's IEP, including –
a. the determination of appropriate positive behavioral interventions and strategies for the child, and
b. the determination of supplementary aids and services, program modifications, and supports forschool personnel that will be provided for the child consistent with the IEP content requirements in§300.347(a)(3). (See §300.346(e))
Other School Staff May Not Be Substituted for the Reg. Ed. Teacher.Some commenters on the NPRM suggested that other school staff (e.g. a special education teacher or a counselor)be substituted for the regular education teacher at IEP meetings. Adopting that suggestion would be inconsistentwith the Act, and would undermine the new focus of IDEA '97 -- on improving results for children with disabilitiesthrough participation in the regular education environment and in the general curriculum. Thus, the regulareducation teacher who serves on the IEP team should be the teacher who is, or may be, responsible forimplementing a portion of the IEP, so that the teacher can participate in discussions about how best to teach thechild. (See Q-26 in Appendix A -- the Notice of Interpretation on IEPs.)
Extent To Which Reg. Ed. Teacher Must Be Physically Present at IEP Meeting.While at least one regular education teacher of a child with a disability must be a member of the IEP team (if thechild is, or may be, participating in the regular education environment), the LEA need not require the teacher to --(1) participate in all decisions made as part of the meeting, or (2) be present at all meetings or throughout an entiremeeting, as described below:
A. THE TEACHER WOULD PARTICIPATE IN DISCUSSIONS ABOUT the child's involvement and progress inthe general curriculum and participation in the regular education environment (as well as discussions aboutthe supplementary aids and supports for teachers and other school staff that are necessary to ensure thechild's progress in that environment).
B. THE TEACHER NEED NOT PARTICIPATE IN DISCUSSIONS about certain other matters in the IEPmeeting (e.g., the physical therapy needs of the child -- if the teacher is not responsible for implementingthat portion of the child's IEP).
C. WHETHER THE TEACHER MUST BE PHYSICALLY PRESENT AT EACH MEETING, and the extent towhich the teacher must participate in all phases of the IEP process are matters that must -- (1) bedetermined on a case by case basis by the public agency, the parents, and the other members of the IEPteam, and (2) be based on a variety of factors. (See analysis of comments on §300.344(a)(2) in Attachment1, and Q-24 of Appendix A.)
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Children With Disabilities Who Have More Than One Reg. Ed. Teacher.The substance of the note following §300.344 in the NPRM (related to the participation of regular educationteachers on the IEP team) has been incorporated into the Notice of Interpretation on IEPs (Appendix A) and in the"Analysis of Comments..." (Attachment 1 to the final regulations), as follows:
A. ONLY ONE TEACHER REQUIRED ON IEP TEAM; BUT OTHERS MAY ATTEND.If a child with a disability has more than one regular education teacher, only one of the teachers is requiredto be on the IEP team. However, if the participation of more than one of the teachers would be beneficial tothe child's success in school (e.g., in terms of enhancing the child's participation in the general curriculum),it may be appropriate under the Act and regulations for them to be members of the team and participate.
B. LEA MAY DESIGNATE WHICH TEACHER ON IEP TEAM.If a child has more than one regular education teacher, the LEA may designate which teacher or teacherswill be on the IEP team.
C. INPUT FROM CHILD'S OTHER TEACHERS.In a situation in which all of the child's regular education teachers are not members of the IEP team, theLEA is strongly encouraged to seek input from the teachers who will not be attending. (See Q-26 ofAppendix A.)
Child's Teachers Must Have Access to IEP and Be Informed of their Responsibilities.A new §300.342(b)(2) (entitled "Implementation of IEPs") has been added to the regulations to specify that eachpublic agency must ensure that --
1. THE IEP OF EACH CHILD WITH A DISABILITY IS ACCESSIBLE to each regular education teacher (aswell as each special education teacher, related service provider, and other service provider) who isresponsible for implementing the IEP; and
2. EACH TEACHER AND PROVIDER IS INFORMED OF -- (A) his or her specific responsibilities related toimplementing the IEP, and (B) the specific accommodations, modifications, and supports that must beprovided to the child in accordance with the IEP.
Mechanism for Informing Staff at Discretion of Agency.The above requirement is necessary to ensure proper implementation of the child's IEP and the provision of FAPE to the child. However,the mechanism that the public agency uses to inform each teacher or provider of his or her responsibilities is left to the discretion of theagency.
* On October 22, 1997, a Notice of Proposed Rulemaking (NPRM) was published in the Federal Register to amend the regulations underPart B of the Individuals with Disabilities Education Act (IDEA). The purposes of the NPRM were to implement changes made by the IDEAAmendments of 1997, and make other changes that facilitate the implementation of Part B. The changes made since the NPRM are basedmainly on public comments received.
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IEP TEAM COMMUNICATION
I. Existing Areas of Concern
A. TrustB. CommunicationC. ExpectationsD. Job RolesE. SchedulingF. Building NeedsG. Goal ConsensusH. Case Manager Assignment (IEP Manager)
II. Recommendations
A. Each team member should have a copy of each other's daily schedules. This will increase awarenessand familiarity of each other's job responsibilities as well as assisting in creating an appearance of teamunity when speaking with general education teachers about children.
B. Team members should be consciously aware that they are part of a team or unified group of peoplewho join together in a cooperative problem-solving process to reach a shared goal.
• Participation and leadership are distributed among all members.• Conflict is identified and resolved.• Consensus is sought on important decisions.• Goals are cooperatively formed to meet individual and group needs.
C. Be aware of the following factors that influence communications:
• Physical positioning of tables and persons at Team meetings.• Eye contact.• Body language.• Voice and communication style.• Method of communication: frequency, written versus verbal.• Objectivity in giving and receiving information (listening skills).
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RECOMMENDATIONS FOR EFFECTIVE TEAM DECISION MAKING
1. Write a brief summary of test results to be given to team members before meeting so time can be spent indecision making; not reporting the results.
2. Determine if diagnostic teaching has been done in regular classroom before referral.
3. Work diligently to maintain focus on relevant criteria.
4. Submit an agenda of the meeting to the members prior to the meeting.
5. Write and maintain a task timeline.
6. Analyze the group of tasks and maintenance roles.
7. Change from WHO to HOW emphasis.
8. Change from a "Referral to Placement" to a "Referral to Intervention" approach.
9. Encourage active participation of all members.
10. Define team leader and support roles based on student referral data.
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IEP TEAM PARTICIPANTS: QUESTIONS AND ANSWERS (Nos. 22-30)From Appendix A, 34 CFR Part 300 of the IDEA Regulations
22. Who can serve as the serve as the representative of the public agency at an IEP meeting?
The IEP team must include a representative of the public agency who: (a) is qualified to provide, orsupervise the provision of, specially designed instruction to meet the unique needs of children withdisabilities; (b) is knowledgeable about the general curriculum; and (c) is knowledgeable about theavailability of resources of the public agency. 34 CFR § 300.344(a)(4).
Each public agency may determine which specific staff member will serve as the agency representative in aparticular IEP meeting, so long as the individual meets these requirements. It is important, however, thatthe agency representative have the authority to commit agency resources and be able to ensure thatwhatever services are set out in the IEP will actually be provided.
A public agency may designate another public agency member of the IEP team to also serve as the agencyrepresentative, so long as that individual meets the requirements of 34 CFR § 300.344(a)(4).
23. For a child with a disability being considered for initial provision of special education and relatedservices, which teacher or teachers should attend the IEP meeting?
A child’s IEP team must include at least one of the child’s regular education teachers (if the child is, or maybe participating in the regular education environment) and at least one of the child’s special educationteachers, or, if appropriate, at least one of the child’s special education providers 34 CFR § 300.344(a)(2)and (3).
Each IEP must include a statement of the present levels of educational performance, including a statementof how the child’s disability affects the child’s involvement and progress in the general curriculum. 34 CFR§ 300.347(a)(1). At least one regular education teacher is a required member of the IEP team of a childwho is, or may be, participating in the regular educational environment, regardless of the extent of thatparticipation.
The requirements of 34 CFR § 300.344(a)(3) can be met by either: (1) a special education teacher of thechild; or (2) another special education provider of the child, such as the speech pathologist, physical oroccupational therapist, etc., if the related service consists of specially designed instruction and isconsidered special education under applicable State standards.
Sometimes more than one meeting is necessary in order to finalize a child’s IEP. In this process, if thespecial education teacher or special education provider who will be working with the child is identified, itwould be useful to have that teacher or provider participate in the meeting with the parents and othermembers of the IEP team in finalizing the IEP. If this is not possible, the public agency must ensure thatthe teacher or provider has access to the child’s IEP as soon as possible after it is finalized and beforebeginning to work with the child.
Further, (consistent with 34 CFR § 300.342(b)), the public agency must ensure that each regular educationteacher, special education teacher, related services provider and other service provider of an eligible childunder this part (1) has access to the child’s IEP, and (2) is informed of his or her specific responsibilitiesrelated to implementing the IEP, and of the specific accommodations, modifications, and supports that must
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be provided to the child in accordance with the IEP. This requirement is crucial to ensuring that each childreceives a FAPE in accordance with his or her IEP, and that the IEP is appropriately and effectivelyimplemented.
24. What is the role of a regular education teacher in the development, review and revision of the IEPfor a child who is, or may be, participating in the regular education environment?
As required by 34 CFR § 300.344(a)(2), the IEP team for a child with a disability must include at least oneother regular education teacher of the child if the child is, or may be, participating in the regular educationenvironment. Section 300.346(d) further specifies that the regular education teacher of a child with adisability, as a member of the IEP team, must, to the extent appropriate, participate in the development,review, and revision of the child’s IEP, including assisting in (1) the determination of appropriate positivebehavioral interventions and strategies for the child; and (2) the determination of supplementary aids andservices, program modifications, and supports for school personnel that will be provided for the child,consistent with 34 CFR § 300.347(a)(3). 34 CFR § 300.344(d).
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 education environment, the teacher need not (depending upon the child’s needsand the purpose of the specific IEP team meeting) be required to participate in all decisions made as part ofthe meeting or to be present throughout the entire meeting or attend every meeting. For example, theregular education teacher who is a member of the IEP team must participate in discussions and decisionabout how to modify the general curriculum in the regular classroom to ensure the child’s involvement andprogress in the general curriculum and participation in the regular education environment.
Depending on the specific circumstances, however, it may not be necessary for the regular educationteacher to participate in discussions and decisions regarding, for example, the physical therapy needs ofthe child, if the teacher is not responsible for implementing that portion of the child’s IEP.
In determining the extent of the regular education teacher’s participation at IEP meetings, public agenciesand parents should discuss and try to reach agreement on whether the child’s regular education teacherwho is a member of the IEP team should be present at a particular IEP meeting and, if so, for what periodof time. The extent to which it would be appropriate for the regular education teacher member of the IEPteam to participate in IEP meetings must be decided on a case-by-case basis.
25. If a child with a disability attends several regular classes, must all of the child’s regular educationteachers be members of the child’s IEP team?
No. The IEP team need not include more than one regular education teacher of the child. If theparticipation of more than one regular education teacher would be beneficial to the child’s success inschool (e.g., in terms of enhancing the child’s participation in the general curriculum), it would beappropriate for them to attend the meeting.
26. How should a public agency determine which regular education teacher and special educationteacher will be members of the IEP team for a particular child with a disability?
The regular education teacher who serves as a member of a child’s IEP team should be a teacher who is,or may be responsible for implementing a portion of the IEP, so that the teacher can participate indiscussions about how best to teach the child.
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If the child has more than one regular education teacher responsible for carrying out a portion of the IEP,the LEA may designate which teacher or teachers will serve as IEP team member(s), taking into accountthe best interest of the child.
In a situation in which not all of the child’s regular education teachers are members of the child’s IEP team,the LEA is strongly encouraged to seek input from the teachers who will not be attending. In addition,(consistent with 34 CFR § 300.342(b)), the LEA must ensure that each regular education teacher (as wellas each special education teacher, related services provider, and other service provider) of an eligible childunder this part (1) has access to the child’s IEP, and (2) is informed of his or her specific responsibilitiesrelated to implementing the IEP, and of the specific accommodations, modifications and supports that mustbe provided to the child in accordance with the IEP.
In the case of a child whose behavior impedes the learning of the child or others, the LEA is encouraged tohave a regular education teacher or other person knowledgeable about positive behavior strategies at theIEP meeting. This is especially important if the regular education teacher is expected to carry out portionsof the IEP.
Similarly, the special education teacher or provider of the child who is a member of the child’s IEP teamshould be the person who is, or will be, responsible for implementing the IEP. If, for example, the child’sdisability is a speech impairment, the special education teacher on the IEP team could be the speech-language pathologist.
27. For a child whose primary disability is a speech impairment, may a public agency meet itsresponsibility under 34 CFR § 300.344(a)(3) to ensure that the IEP team includes “at least onespecial education teacher, or, if appropriate, at least one special education provider of the child” byincluding a speech-language pathologist on the IEP team?
Yes, if the speech is considered special education under State standards. As with other children withdisabilities, the IEP team must also include at least one of the child’s regular education teachers if the childis, or may be, participating in the regular education environment.
28. Do parents and public agencies have the option of inviting any individual of their choice to beparticipants on their child’s IEP team?
The IEP team may, at the discretion of the parent or the agency, include “other individuals who haveknowledge or special expertise regarding the child…” 34 CFR § 300.344(a)(6). Under 34 CFR §300.344(a)(6), these individuals are members of the IEP team. This is a change from a prior law, whichprovided, without qualification, that parents or agencies could have other individuals as members of theIEP team at the discretion of the parents or agency.
Under 34 CFR § 300.344(c), the determination as to whether an individual has knowledge or specialexpertise, within the meaning of 34 CFR § 300.344(a)(6), shall be made by the parent or public agencywho has invited the individual to be a member of the IEP team.
Part B does not provide for including individuals such as representatives of teacher organizations as part ofan IEP team, unless they are included because of knowledge or special expertise regarding the child.(Because a representative of a teacher organization would generally be concerned with the interest of theteacher rather than the interest of the child, and generally would not possess knowledge or expertise
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regarding the child, it generally would be inappropriate for such an official to be a member of the IEP teamor to otherwise participate in an IEP meeting.)
29. Can parents or public agencies bring their attorneys to IEP meetings, and, if so under whatcircumstances? Are attorney’s fees available for parents’ attorneys if the parents are prevailingparties in actions or proceedings brought under Part B?
Section 300.344(a)(6) authorizes the addition to the IEP team of other individuals at the discretion of theparent or the public agency only if those other individuals have knowledge or special expertise regardingthe child. The determination of whether an attorney possesses knowledge or special expertise regardingthe child would have to be made on a case-by-case basis by the parent or public agency inviting theattorney to be a member of the team.
The presence of the agency’s attorney could contribute a potentially adversarial atmosphere to themeeting. The same is true with regard to the presence of an attorney accompanying the parents at the IEPmeeting. Even if the attorney possessed knowledge or special expertise regarding the child. 34 CFR §300.344(a)(6), an attorney’s presence would have the potential for creating an adversarial atmosphere thatwould not necessarily be in the best interest of the child.
Therefore, the attendance of attorneys at IEP meetings should be strongly discouraged. Further, asspecified in Section (i)(3)(D)(ii) of the Act and 34 CFR § 300.513(c)(2)(ii), Attorneys’ fees may not beawarded relating to any meeting of the IEP team unless the meeting is convened as a result of anadministrative proceeding or judicial action, or, at the discretion of the State, for a mediation conductedprior to the request for a due process hearing.
30. Must related services personnel attend IEP meetings?
Although Part B does not expressly require that the IEP team include related services personnel as part ofthe IEP team 34 CFR § 300.344(a), it is appropriate for those persons to be included if a particular relatedservice is to be discussed as part of the IEP meeting. Section 300.344(a)(6) provides that the IEP teamalso includes “at the discretion of the parent or the agency, other individuals who have knowledge orspecial expertise regarding the child, including related services personnel as appropriate….”
Further, 34 CFR § 300.344(a)(3) requires that the IEP team for each child with a disability include “at leastone special education teacher, or, if appropriate, at least one special education provider of the child…”This requirement can be met by the participation of either (1) a special education teacher of the child, or (2)another special education provider such as a speech-language pathologist, physical or occupationaltherapist, etc., if the related service consists of specially designed instruction and is considered specialeducation under the applicable State standard.
If a child with a disability has an identified need for related services, it would be appropriate for the relatedservices personnel to attend the meeting or otherwise be involved in developing the IEP. As explained inthe Committee Reports on the IDEA Amendments of 1997, “Related services personnel should be includedon the team when a particular related service will be discussed at the request of the child’s parents or theschool.” (H. Rep. No. 105-95, p. 103 (1997); S. Rep. No. 105-17, p. 23 (1997)). For example, if the child’sevaluation indicates the need for a specific related service (e.g., physical therapy, occupational therapy,special transportation services, school social work services, school health services, or counseling), theagency should ensure that a qualified provider of that service either (1) attends the IEP meeting, or (2)
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provides a written recommendation concerning the nature, frequency, and amount of service to beprovided to the child. This written recommendation could be a part of the evaluation report.
A public agency must ensure that all individuals who are necessary to develop an IEP that will meet thechild’s unique needs, and ensure the provision of FAPE to the child, participate in the child’s IEP meeting.
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