Updated October 2009By Gayle Curtiss

Gaither High School’s Procedure

The IEP Assistant will do the following about every 6 weeks….

Request an expired documents Target Roster for 6 weeks in the future.

Request J screens for each item.

Attach a meeting request form and send to case managers.

If a meeting request form has not been returned within 1 week, send another, or personally speak to the case manager. Tracking of dates is written on the Target Roster.

Once the IEP Assistant receives the meeting request form, the following will be completed by the assistant:

Phone the parent to arrange the meeting, record the date and time on a master wall calendar. The phone call, may be done by the case manager. ALL other steps need to follow these procedures. It is our system of checks and balances.Create a folder for each student to collect papers

The IEP Assistant Will Complete the Following Steps.

Complete the MO-12, Excusal/Consent to Invite Agencies, Consent for Exchange of Information.

Send home with the student, copies of the above forms, along with a copy of the Procedural Safeguards.

Send to all teachers a Planning Note.

Send to the ESE Specialist copy of the MO-12, and send the MO-12 to the counselor, APSAO, and other personnel as requested on the meeting request form.

When the consent to invite agencies has been returned, the IEP Assistant will email the agency and the Transition Specialist, Kim Carlisle. As you know they do not usually attend unless there is a special need. Please inform the IEP Assistant, if there is a special need for their presence.

Student Planning Notes and Transition Assessments

You should sit down with your student and complete the student planning note or similar student input form. The IEP assistant can have a high functioning student fill out the planning note when she gives the MO-12 to the student and return it to you .

Our students must have transition assessments.

For high functioning students, it could be the FCAT or College Board tests, if interests and aptitudes have been identified. Suggest to the student they sign up in guidance to go through the Choices program to help them with this process.

We have some resources for transition assessments for our students. Sara attended a workshop as our representative and will share her resources at a later date.

IF YOU OPEN AN IEP AND IT HAS NOT BEEN

ACTIVATED…

You will have to SAVE and ACTIVATE the IEP before opening it up to type on it.

If you have a copy of the IEP from the Teacher or Cumulative Folder, use those dates. If not ,use the dates on the J screen.

In the comment section, write “IEP was not activated. Activated at GHS on ***** (date)” “Dates used were from IEP copy or J screen” (which ever you used).

The teacher will do the following once planning notes have been received:

Print a Student Profile from IPT/SagebrushWrite a draft of the IEP.Request the IEP assistant to confirm the meeting with the parent, if needed.Email teachers if planning notes have not been received.If possible, send home a draft and/or copies of reports.

Prior to the time of the meeting…

Print a copy of the signature page with dates.

Check that all needed forms have been printed.

Leave plans for the IEP assistant if class coverage was requested.

Call the main office and let the secretary know the time, the student’s name, and the location of the meeting.

Hold the meeting……

A second copy of Procedural Safeguards no longer has to be given, but you should ask if they have any questions.

If we have obtained an excusal form for Gen. Ed. participation, allow the parent to look over planning notes while you are setting up.

When other teachers arrive to give their input, please allow them to limit their time, be able to sign, and leave within a few minutes.

According to the state and federal regulations, all ESE personnel who serve the student should attend the full meeting. We will try to excuse ourselves as much as possible, if we are in meetings, how will we be providing instruction? If a parent requests otherwise, we will try to send coverage to your class to attend the meeting.

Make at least 4 copies of the IEP

Each copy of the IEP should be identical.

The parent should leave the meeting with a copy of the completed IEP.

Extra copies would be needed for speech, OT, etc.

Some copying can be left for a student assistant to complete

ACTIVATE, save and name the IEP.

After the meeting…..

Copy the IEP onto a flash drive or disk.

Send a copy and/or brief summary to the teachers.

You could give your flash drive and the student’s schedule to the IEP assistant to complete this step.

Give the ESE Specialist Within 3 days…

All copies of the IEP

A hand updated J screen

The current Matrix, and if created, the new Matrix on any level 4 or 5 student.

You are then done!The ESE Specialist will then…

Check paperwork and J screen for completeness.

Give the data processer the J screen to up date. Only the ESE Specialist can submit J Screen changes.

After receiving the updated J screen, give the copies and J screen to the IEP Assistant.

The IEP Assistant will then…

Use the district audit form to check the IEP for completeness and compliance.

If all is OK, file the copies of the IEP.

If you keep the teacher folder, you will receive the teacher copy of the IEP and an updated J screen.

If the teacher copy of the IEP is kept in 166, you will just receive an updated J screen.

If there is something wrong…

By district, state, and federal rules and regulations, a new meeting should be held.

We will try to work with the spirit of the law and the parents’ attitude about the IEP process.

We’ll talk.