Page links:

Special Education Services

To enter new services, click Add Special Education Service.
  • To add, click on Add Special Ed Services
  • You can add up to 4 services at a time. If you need more, you can add 4 more, and so on. Each selection will result in a Services Box so you can add frequency, location, etc.
    • Services with the same frequency and location may all be added into the same box, if you prefer.
  • Special Education Services will be selected for all services, whether Direct or Consultation.
  • Speech and/or Language Services should only be added by the SLP/SLP
  • Date of completion defaults to the ending date of the IEP, but can be altered (only by shortening it-length of service cannot be longer than the ending date of the IEP)
    • Ending date of the IEP is set under Schedule CCC Meeting
    • When revising an IEP, you can check the Apply button to apply the new dates to all provisions quickly.
  • Frequency and Length of time must be entered as numbers only.
    • Note that Length is asking for the number of minutes per session. You can include the number of minutes per week in the narrative box.
    • If the student is on Consultation, you should specify how many minutes of consultation. Typically 10 minutes would be the minimum.
    • There is an option to select 1x yr for frequency. Do not select this option for any services other than transition!
  • There is a narrative to describe the service. You must put at least 50 characters in the narrative box.
    • if there are less than 50 characters in any narrative, you will get an error message. Sometimes the error message will not correctly identify which box has fewer characters. Check ALL of your narratives to find which one has fewer than 50 characters.
  • Select the location of service
    • Only two options: Special Ed or Gen Ed.
    • Community and INTERN sites are Gen Ed locations.
  • You may list services for one subject across two school years ONLY if the minutes will remain the same. (For example: 3rd grade Math and 4th grade Math=45 min/day)

When adding services to the IEP, please include the phrase: "Actual class schedule may vary according to school's daily class schedule and minutes per class. Schedules follow the SBCSC School Calendar"

  • For YAS students, the schedule will be based on 195 total minutes per day.
    • If there is no INTERN rep invited to the conference, then minutes should be written as follows:
      • Student will participate in the Unique Learning System curriculum, recreation and lunch. Weekly Total= 975 min.
      • INTERN, at Logan Industries and other Intern work sites. Weekly Total=600 min.
      • Total of 975 minutes per week which includes academic, vocational training, and lunch, etc. depending on the individual student’s needs.  (½ day of total services)

When reviewing the services for a student, use the "Stranger Test". Would a stranger reading this IEP understand what services a student needs quickly and easily?

Writing Services into a Life Skils IEP (Samples, examples and worksheets)

Sometimes an IEP is easier to read when services are grouped according to setting and frequency. Specify the minutes for each subject area in the narrative box. For example:

special ed services combined

Related ServicesRelated services list

Remember to include Related Service providers on the IEP Team so they can put in the services they recommend for the student.

Do not add services for a Related Service provider without their knowledge and consent.

Transportation must be added here.

There is an optional narrative to describe the service

Related Services includes things like:
  • TRANSPORTATION- If you say "No" under the Transportation subtab, you must add Transportation Service here.
  • Occupational Therapy
  • Physical Therapy
  • Communication and Assistive Technology Consultation
It does NOT include: (these are Special Education services, not related services.
  • Speech Therapy
    • Speech is a disability category, and speech services will be listed under the Special Ed Services Tab.
  • Adapted Physical Education
  • Autism Consultation

Transportation

If the transportation needs are the same as that of non-disabled peers, the user does not need to enter any additional information.

If you have identified Transportation as a Related Service, you must say No here. If you say No here, you must add Transportation as a Related Service above.

Transportation

Remember that if you recommend Special Transportation, fill out a Transportation Request. This request must be submitted on the computer. Paper forms will no longer be accepted. You will receive an email confirmation of the request. There is no need to print this email out, but you should keep it for your records. It is a good idea to establish a folder in your email account to store these requests for future reference.

Transportation requests and revisions should be done for the current school year only. You will be advised when to begin submitting requests for the upcoming school year.Back to top

Accessible Materials

If the student is BLV or SLD, they may be eligible for accessible materials. This includes things like large print, Braille and textbooks in audio format. It also includes all materials previously listed as "Books on Tape" that had been provided by Recordings for the Blind and Dyslexic (RFB&D-now known as Reading Ally). This can include trade books, and many other curriculum materials. Click the link below to learn who is eligible and how to apply for this service.

Explanation of Accessible Materials

Please make sure the student meets eligibility requirements for accessible materials BEFORE adding it to the IEP (see the link above). Once the requirements have been met, the TOR is responsible for helping to complete the necessary paperwork.

If the student would benefit from using the audio materials provided to the schools as part of the Textbook adoption, that would NOT be listed here. Put that under Accommodations.

Accessible Materials

Assistive Technology

If the student needs technology in order to be successful, enter a description of the technology the student is using, and in what situations it needs to be provided. This might include an FM system (for a hearing impaired student), switches, an AlphaSmart, screen enlarger (for a visually impaired student), etc.

If the student has had an Assistive Technology evaluation, and ongoing consultation has been recommended, you should give the CAT consultant access to the IEP, and they will fill this box in. (Remember, you can give access by using the padlock icon on the dashboard.)

If a CAT eval is being requested, it must be done the same as all other evaluations, with a request for a reevaluation (under the Existing Data section). Check the third option, "Inform the student's case conference committee of the student's special education and related service needs." Then you must download the CAT Referral, fill it out, and mail it to the CAT office at Edison. Please include a copy of the full, finalized IEP and the current psych report.

Assistive Technology

Extended School Year

For the Extended School Year decision, three questions from the technical guidance document are presented.

Extended School Year

If you are prescribing ESY services for a student, you will designate those services here. You will put in the ESY dates for the service, and then add it like any other Special Ed Service.

Aids and Supports

(This is called Technical Assistance when you print it out)

Two questions from Article 7 prompt the case conference committee to consider what support is needed for the personnel and what program modifications are needed.

If it is indicated that there are needs in either of these areas, the user is prompted to document the supports and modifications that will be provided.

Aids and Supports

The first box is where you might record things like CPI training, training in knowledge of autism, signing or other specialized skills and training that needs to be provided.

Program Modifications

Generally, you will mark "No" for Program Modifications, unless supplemental materials are needed to teach critical skills. An example of when you might mark "Yes" here would be a student who is in a Cross Categorical or BEST program, but needs time in a Life Skills classroom in order to receive some specific services, such as community training or social skills. Another example would be a certificate track student who is included in general education classes with significant modifications to the general education curriculum.

Sample language might be:

  • Student is on a certificate track and has a modified curriculum. (For Intermediate or Primary students)
  • Student is being served in the BEST classroom, but will be included in community outings with the Life Skills program.

Progress Report Timeline

A text box to record when the periodic reports on the student’s progress toward goals will be provided.

Timeline

Rationale

Rationale

Here are some sample scripts that could be modified for different student needs:

  • Due to (student’s) current (academic or behavioral) needs, (direct or indirect) services are needed in ________ class to support (student) in achieving the goals as outlined in this IEP. More or less restrictive options were considered and rejected because they would not provide the necessary support for (student’s) success.
  • For students on Certificate Track:
    • The committee considered and rejected more restrictive options based on existing data. More direct service (special education setting) would limit social interaction with general education peers, vocational exploration, and community opportunities. Fewer services (no supported classes) would not address the support and experiences needed as a result of XXX’s _____ eligibility or to support IEP and transition goals.
  • For students on Diploma Track:
    • The committee considered and rejected more restrictive options based on existing data. More direct service (special education setting) would not present the rigor and pace of the Diploma Track curriculum and limit social development and interaction with general education peers. Fewer services (no supported classes or consultation services) would not address the support needed as a result of XXXX’s ____ eligibility or to support IEP and transition goals.

Evacuation Plan

There is also a checkbox to indicate if the student has an Emergency Evacuation Plan. If an Evacuation Plan is needed, you must develop one and review/revise it at each IEP and any time a student's schedule or movement throughout the building changes. The Occupational (OT) and/or Physical (PT) therapist must assist in the development of this plan.  It is also important that more than one individual be involved in this plan.

Evacuation Plan 

Students with behavioral needs who require assistance during an evacuation should also have a plan developed.  (e.g. student who panics with loud noises, individuals who refuse to leave the classroom during drills, etc.)

The Evacuation Plan is to be building specific.  If the student moves to a different school, the Evacuation Plan must be revised to reflect the new placement.

The TOR is responsible to:

  • Provide ALL of the student’s teachers with a copy of the Individual Evacuation Plan along with the IEP. 
  • Place a copy of the Individual Evacuation Plan in the teacher’s sub folder
  • Place a copy of the Individual Evacuation Plan into a clear folder, with blank paper to the front to maintain confidentiality. Label the clear folder: Evacuation Plan and post it alongside the classroom fire and storm drill information in each room where the student will be throughout the day.

Fire Evacuation Plan     

Evacuation Out of Building      Specific training and/or practice is required.

  • Method of evacuation if student is not able to walk or be taken out in his/her own wheelchair OR student is not located on ground floor: 
  • Does the student need a two person assist to leave the classroom?
  • Is the student to be taken to a designated area to wait for emergency personnel? 
  • For students confined to a wheelchair, is an Evacu-Trac to be used to travel to the ground level? etc.
  • Location of Evacuation Exits: (e.g. use exit as posted in each classroom).
  • Location of designated waiting area outside of the building:  This area must be identified so that emergency and school personnel can determine that the student has safely exited the building, and should be the same waiting area regardless of evacuation exit used.

Evacuation to waiting area INSIDE Building.  This is to be used as a last resort.  Students should be evacuated outside of building with few exceptions.  Specific training and/or practice is required.

  1. Emergency equipment to be kept at waiting area or transported with student:  List items such as window evacuation sign, flashlight, medical equipment, etc.
  2. Location of previously identified waiting areas:
    • This area must be identified so that emergency and school personnel can determine that the student has safely reached the designated area to wait for evacuation by emergency personnel.
    • This will be used primarily for students who are confined to wheelchairs and/or cannot evacuate the building independently. 
    • This may be necessary for some buildings with multiple floors.
    • This should not be widely used for most students and/or buildings.
      • First floor:
      • Second floor:
      • Additional floor/other:
      • Additional Instructions: (e.g. wait for evacuation by fire department, student requires direct supervision until emergency personnel arrive, etc.

STORM EVACUATION PLAN Specific training and/or practice is required.

  • Procedure for Evacuation to Shelter Area:
  • Does the student need a two person assist to leave the classroom?
  • Is the student to be taken to a designated area to wait for emergency personnel? 
  • For students confined to a wheelchair, is an Evacu-Trac to be used to travel to the ground level? etc.

Emergency Equipment to be kept at or go with the student to shelter area:  (e.g. blanket, flashlight, water, etc.)            

Location of shelter areas for storm evacuation: 

Can student follow designated classroom shelter plan?  OR

Does the student have special considerations which need to be taken into account (e.g. electrical outlet for medical equipment, additional space required for student in wheelchair, etc.)

A copy of the Individual Evacuation Plan must be given to:  designated building evacuation administrator, individuals responsible for evacuation of student, and classroom(s) of student.

Please check the appropriate boxes for distribution copies of the Evacuation Plan.

Individual Health Plan

Individual Health Plans should be developed with the school nurse.  Health Plans must be attached to the IEP when a student has medical needs that require significant support from Special Education and/or school nursing staff. 

ALL of the student’s teachers must receive a copy of the Individual Health Plan along with the IEP.

A copy of the Individual Health Plan must also be included in the teacher’s sub folder.

If an Individual Health Plan has been developed, it must be indicated under Aids and Supports in the Provisions section of the IIEP system. A statement should be added to the Aids and Supports section, designating that there is a Health plan for this student.

  • Individual Health Plans must be downloaded and attached to the IEP. Please include this statement in the Accommodations section: See Attached Student's Individual Health plan. (this allows it to print with the IEP At a Glance). The Health plan must be attached to all copies of the IEP and the IEP at a Glance.
  • Health Plan must also be noted under Pertinent Information.