AEA IEP DOCUMENTATION GUIDE: ADDITIONAL IEP FORMS
Additional Information Page
Additional Guidance and Examples of Page I
Documenting IEP Team Decisions for Virtual/Hybrid Learning
The disruption caused by the reaction to the coronavirus affected every area of society, including education. This disruption exposed the need for the education system to anticipate a significant interruption of services and be prepared to continue educational services.
In order to support a fluid change in the delivery of services so that educational services are not disrupted in the future, IEP teams need to discuss and decide what services and supports a student will need in a variety of delivery models.
Iowa schools are currently planning for three possible models: on-site (brick and mortar), hybrid, and continuous learning. This document uses the term virtual learning instead of continuous learning as it is more explicit to parents and others outside of the education system. Specifically, virtual learning is used in this document to reference educational services that are provided through technology such as online or telephone. Virtual learning also includes hard copy materials/packets that are provided as adaptations or modifications for those that cannot participate in typical virtual learning methodologies. Hybrid learning refers to educational services that are provided as a combination of virtual learning and on-site learning.
The following PROMPTS have been added to the Additional Information Page (Page I) of the IEP to support teams in the documentation of the delivery of special education services in virtual and hybrid learning models.
- Brief Summary of the district’s Required Educational Services Plan as it relates to the student’s grade level/building e.g., synchronous, asynchronous,
- What are the student’s peers engaged in and receiving for universal general education?
- How can a child attend school as provided by the district (virtual/hybrid)?
- How can the student comply with the district’s health and safety procedures?
- Describe the student’s ability to access online/virtual platforms?
- If partial accessibility is available, what can be provided to supplement the rest?
- How are the needs of the child different if/when we move to a virtual setting?
- How will the accommodations and modifications this child is receiving change if/when we move to a virtual setting?
- If behavior is an area of need, please see guidance on behavior planning during continuous learning.
- What changes in services, supports, and activities will occur during hybrid/virtual learning (e.g., frequency, duration, goal areas)?
- What additions or modifications to the special education and related services are needed to enable this child to meet the IEP goals and to participate, as appropriate, in the general education curriculum during hybrid/virtual learning?
- What services will be provided for this student to make progress in hybrid/virtual learning?
- What supports will this student need to make progress?
- What supports will parents/caregivers need?
- Discussion of goals (baseline, goal, and progress monitoring) for each goal on the IEP
- Are there adjustments in progress monitoring that need to be considered?
- Progress Monitoring Decision Making Process
Information on Accessing the “Additional Information” Page in the Web IEP system
For active IEPs (even if the IEP is overdue), use the ‘Forms for Active IEP’ button to access the “Additional Information” Page, “Meeting Notice,” and “PWN.”
‘Forms for Active IEP’ button is available for all archived (AAA) Reviews, Amended IEPs, Interims, Move-ins, and Reevaluations.
All forms added using the ‘Forms for Active IEP’ button will be archived in the next archive of the IEP. That could be the final (FIN) archive of the current IEP or the archive of the next Amended IEP. The final archive is generated when a new IEP is written and submitted.
New IEP (NEW) or Open Amendment (AMD) the team will document the virtual learning on Page I of the IEP. The ‘Forms for Active IEP’ button is not available.
If a user had previously begun the exit process and entered an exit date and/or exit reason, the ‘Forms for Active IEP’ button is not available. The team could remove the exit date and/or end code, however, all exit forms will be lost once the exit code is removed. Thus, the team may want to make copies of completed exit forms or consider proceeding with the exit.
Extended School Year (ESY or ESYS) Pages
The IEP team must determine if there are goal areas of concern that represent skills that need to be acquired or maintained without interruption for the child to meaningfully benefit from FAPE.
If such goal areas are identified and special education activities, services, or supports are needed during school breaks (e.g., summer recess), the child must be provided ESY services.
In completing this form, the amount of detail will depend upon the circumstances.
- If the summer ESY service provider is the same professional who works with the individual during the school year, less information may be needed.
- If the summer ESY services provider is a different provider, there will be a greater need for information.
DOCUMENT: Answer each question:
- Record the indicators used to monitor progress. Example: Increase the number of feet walked or % of acquisition of articulation skills.
- Record the progress monitoring schedule. Example: Progress will be monitored at every other session.
- Record the name and title of the person monitoring progress.
Justification for Special School Placement
The questions the IEP team addresses are intended to reinforce the ideas that:
- Special school placements are a part of the continuum of services,
- Special school placements are intended for a small number of students with highly specialized needs, and therefore,
- Special school placements require careful and thoughtful consideration.
Special schools are schools that are designed to serve eligible individuals only. Facilities that serve both eligible individuals and nondisabled students are not considered special schools for the purpose of meeting this requirement. An example of a special school placement is the Iowa School for the Deaf (ISD).
When an eligible individual’s special education is provided in a special school, the individual’s IEP must include answers to the specific questions incorporated into the Justification for Special School Placement form.
- Reasons: What are the reasons that the eligible individual cannot be provided an educational program in an integrated school setting?
- Support Needed: What supplementary aids and services are needed to support the eligible individual in the special education program?
- Integrated Setting: Why can’t these aids and services be provided in an integrated setting?
- Continuum of services available: What is the continuum of services available for the eligible individual?
DOCUMENT: Include information to adequately address each question.
This form must be completed when an initial placement is made in a special school and at any review that continues the special school placement.
Notice of Destruction of AEA and LEA Records
AEAs must maintain special education records for at least five years after a student’s special education services end. When personally identifiable information no longer needs to be maintained in order to provide educational services to the student or to be available for audit (e.g., Medicaid records), AEAs may destroy the records.
Notice must be given to the parent and eligible student that the AEA intends to destroy the records. The Notice of Area Education Agency Special Education Records Destruction form is used for this purpose. This notice includes information about the reasons for which parents or eligible students may want the records maintained (social security benefits, etc.).
A permanent record may be maintained without time limitation consisting of: a student’s name, address, phone number, date of birth, dates of AEA and/or LEA special education service(s), and grade or age level and date of final exit from special education services.
On the basis of a review of relevant, existing information and any new assessments that were conducted, the IEP team considered the present levels of academic achievement and functional performance and the needs of this child as they are related to 1) the goal areas in the IEP being reviewed and, 2) any other current areas of concern.
LEA (district) Records
School districts must maintain special education records for at least five years after a student’s special education services end. When personally identifiable information no longer needs to be maintained in order to provide educational services to the student or to be available for audit (e.g., Medicaid records), districts may choose to destroy the records.
Notice must be given to the parent that the district intends to destroy the records. The Notice of Local Education Agency Special Education Records Destruction form is used for this purpose. This notice must also include information about the reasons for which parents or eligible individuals may want the records maintained (social security benefits, etc.)
School districts wishing to destroy special education records may, but are not required to, use the Notice of School District Special Education Records Destruction form to provide the necessary notice of destruction.
A district must maintain a permanent record for a student without time limitation consisting of: a student’s name, address, phone number, his/her grades, attendance record, classes attended, grade level completed, and year completed. In the absence of a parent or eligible student’s request to destroy the records, the district may maintain the records indefinitely.
Permanent record/request for destruction. If a school would ordinarily maintain records after they are no longer needed, the parents or eligible student may request that the records be destroyed. If a school receives such a request, the records must be destroyed.
- Notice of records destruction may be provided to parents or eligible students at the time when a student exits special education services or at the time the AEA and/or LEA plan to destroy records.
- “Eligible student” means a student who has reached 18 years of age or is attending an institution of postsecondary education.
Power of Attorney for Educational Decision Making
The power of attorney for the educational decision-making process was developed for age-of majority students who would like assistance in educational decision making but do not have someone else appointed as guardian or extended educational decision-maker.
Assigning another person power of attorney may only be done by an individual who fully understands and appreciates the action being taken. That is, the impact of an individual’s disability must be taken into account in determining if assigning power of attorney to someone else is appropriate for that individual. Someone who is incompetent may not execute a power of attorney. Assigning power of attorney does not surrender any authority the individual holds, but only allows another person to exercise the same authority. For example, if you give someone power of attorney to sell your car, you can still sell it yourself.
PROMPT: The undersigned
DOCUMENT: Enter the student’s name and address and the attorney-in-fact’s name and address.
DOCUMENT: Enter the date the student signed this form and the location (city, state) where the form was signed.
PROMPT: Notary Public
DOCUMENT: The power of attorney form must be signed before a notary. The notary will complete this section.
Revocation of Power of Attorney for Educational Decision Making
Power of attorney may be revoked at any time. Revocation does not go into effect until the student informs his or her school. It is important that the student understands this and that he or she must contact the school office so that the school will be aware of this change.
PROMPT: The undersigned
DOCUMENT: Enter the student’s name and address and the attorney-in-fact’s name and address.
PROMPT: Power of Attorney given to
DOCUMENT: Enter the attorney-in-fact name.
DOCUMENT: Enter the date the student signed this form.
PROMPT: Student signature
DOCUMENT: Have the student sign here. The student’s signature on the revocation attests that the change will not go into effect until the student informs his or her school. Assure that the student understands this and that he or she must contact the school office so that the school will be aware of this change and place a copy of the revocation in the student’s records.