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Special Education Services (Pages F) and Special Education Services, Continued (Page G)

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Difference between Decisions about Services and Decisions about Placements

IEP teams must use the information from the PLAAFP and the goals that were written to determine the services, activities, and supports the student needs.

IEP teams must decide a student’s placement based on the services, activities, and supports needed by the student rather than by the programs that are available within the district.

Services are what a child needs in order to progress in the general education curriculum.

Programs are the classes or delivery system that a district has in place at the time of a student’s IEP meeting. (Examples include Collaborative Teaching Model, resource teaching model, special classes, etc.)

Special Education Services, Activities, and Supports

Choosing the services, activities or supports needed by the child

At the top of Page F is a listing of Services, Activities and Supports that could be provided for a student. The IEP team must indicate which service, activity or support the student will be provided by clicking on the Yes (“Y”) box.

On the Web IEP Specially Designed Instruction is automatically marked yes. In the rare circumstance when specially designed instruction is not going to be provided click N for “No.”

As the IEP team identifies the services, activities and supports that meet a student’s needs it is important to remember that a district or AEA can only commit to resources for which it has authority.  This means that a district cannot commit the resources of an AEA without AEA agreement and the AEA cannot commit the resources of a district without district agreement.

Description of Service, Activity or Support

Each service, activity and support that is identified by the IEP team during the IEP meeting must be described in detail. The description needs to be thorough enough that a stranger could read the description and duplicate the service, activity or support as it was intended.

In order to assure the completeness of the description consider having someone read it to see if it can be implemented without further explanation. A thorough description will help new implementers of a student’s IEP when a student moves to another school district.

Each service, activity and support needs a description. Each accommodation must be described, therefore if there are four accommodations for a student there must be four descriptions each describing one accommodation. This allows for a better understanding of the implementation of the IEP services, activities and supports.

Beginning Date, Provider and Time and Frequency

Beginning Date
Enter the date at which the service, activity or support will begin. This is typically the same as the Duration from Date on Page A.

The beginning date may be different if the service, activity or support is going to start in the fall and the IEP is written at the end of the previous school year. For middle and high school students a different beginning date may be entered for a service, activity, or support that will be starting 2nd semester when the IEP is written during 1st semester.

Provider
List the position, not the name of the person, that will be providing the service, activity or support.

Please note that on the Web IEP application the name of the provider will have to be provided in order to provide data to the Information Management System (IMS). This name will not appear on the printed IEP.

Time & Frequency

The amount of time and the frequency with which each service, activity or support will be provided must be documented on the IEP. This must be stated in terms that are understandable to anyone who will be implemented the IEP.
"As Necessary" or "As Needed" is not an adequate entry.

It must be specific, such as:

  • When the student is taking an essay test he/she will be allowed additional time to answer each question.
  • One on one instruction in reading will be provided to the student 40 minutes daily.
  • The teacher will be provided training regarding teaching children with Autism within two weeks of the start of the next school year.

Minutes in Setting (Kindergarten - Age 21)

Identify where each service, activity or support will be provided by documenting the number of minutes that the service, activity or support will be provided:

  • General Education – Record time during which the service, activity or support will be provided in environments that are available to both students with disabilities and nondisabled peers.
  • Special Education – Record time during which the service, activity or support will be provided in environments that are available only to students with disabilities such as therapy rooms, special education classes, community workshops or training facilities that service only persons with disabilities.
  • Community – Record time during which the service, activity or support will be provided in community experiences such as work placement and instruction in community use such as riding on public transportation or using the public library.

Once the minutes have been recorded check whether these are the minutes for a day, a week or a month.

LRE Calculation

The Web IEP application will calculate the total number of minutes the student is removed from general education.

It will then subtract those special education minutes from the total number of school day minutes and calculate a percentage of removal from general education. This is the LRE percentage for the student.

The application will then add the percentage of time removed from general education to the percentage of time in remaining in the school day, this must total 100%.

 

 

The IEP team must decide whether the student needs to have extended school year services.

Extended School Year Services

Specialized Transportation

The IEP team must decide whether the student needs to be provided specialized transportation services in order to access their educational program.

Specialized transportation does not include transportation that is provided to any student; it includes services such as a special route, attendant services or a specially equipped vehicle. Specialized transportation does not include the student riding on the regular bus routes with other students.

If yes, the specialized transportation services must be described on Page F in the description of services, activities or supports section. The Support or Related services box at the top of Page F must also be checked “Y” for yes.

Physical Education

The IEP Team must decide how the student will participate in physical education (PE). Participation may include:

  • General – Participating in PE with nondisabled peers in regular PE classes.
  • Modified – Participating in PE with nondisabled peers in regular PE classes with modification. These modifications must be described on Page G of the IEP.
  • Specially designed – Participating in special PE classes which requires the development of goals as well as a description of the PE services on Page F of the IEP in the description of services, activities or supports text box for Specially Designed Instruction.  Specially designed instruction must also be checked “Y” for yes at the top of Page F.

Participation in Districtwide Assessments

The IEP team must decide how the student will participate in districtwide assessments.

Participation in District-wide Assessment

Additional Considerations

There are four questions in the Additional Considerations section on Page G. These questions must be addressed by the IEP team with the answers documented on the IEP.

The questions are:

Will this individual receive all special education services in general education environments? If no, an explanation must be provided on the IEP.

Will this individual participate in nonacademic activities with nondisabled peers and have the same opportunity to participate in extracurricular activities as nondisabled peers. If no, an explanation must be provided on the IEP.

Will this individual attend the school he or she would attend if nondisabled? If no, an explanation must be provided on the IEP.

Will this individual attend a special school? If yes, attach responses to the special school questions to the IEP. 

Justification for Special School Placement
 

Progress

The IEP team must document how many times the parents will be informed of their child’s progress on his/her IEP goals during the school year.

The IEP team must also inform the parents of how their child’s progress information will be provided. Progress on the child’s goals may be reported to parents by sending an IEP report with report cards and progress reports, updated copies of the IEP goal pages, or in another manner determined by the IEP team.

Printed from the Iowa Department of Education website on April 19, 2014 at 2:15am.