DOCUMENT: The Early Childhood (EC) Code is auto-populated from a combination of data entered on the Early Childhood (EC) Worksheet and on the IEP F tab, Services sub-tab. The EC code is based upon the learner receiving a majority of special education instructional and support services in the RECP.

Note: On the F tab, Services sub-tab, the Total minutes removed from Gen. Ed. per month and the LRE: Removal from Gen. Ed. percentages are only used for learners in Grades K-12. These fields are not calculated for preschool learners.

DOCUMENT: The IEP Team is required to document the total minutes per month the preschool learner receives specially designed instruction and support/related services. If the learner is removed from the RECP to receive a service, the IEP Team must document the minutes per month the learner is removed from the RECP in order to receive the service.  For preschool learners, the number of minutes recorded in the Sp. Ed. min./month and the General Education min./month are used to calculate and report the environment in which the majority of services are provided. 

For additional information see the IEP Pages, Page F Special Education Services/Activities.

DOCUMENT: The Early Childhood (EC) Worksheet is accessed on Page F by clicking the EC Worksheet button. The EC Worksheet documents the preschool learner’s enrollment in regular early childhood programs (RECP) or special education services provided in other environments.

DOCUMENT: Indicate Yes or No. The answer to this question will determine what further information is required.

• Answering Yes means the learner attends any RECP during the time frame considered as a typical school day (e.g., Monday – Friday, 7:30 – 3:30); and,
• Answering No means the learner does NOT attend an RECP at any time during the day.

The Regular Early Childhood Program (RECP) includes all RECPs and is not exclusive to programs the learner attends to receive special education services. Per the U.S. Office of Special Education Programs (OSEP), an RECP is defined as a session, class, or recurring activity that enrolls less than or equal to 50% of children on an IEP for instructional, support, and/or related special education services.

RECPs include:

• Statewide Voluntary Preschool Programs operated by Districts and Community Partners;
• Head Start Programs;
• Shared Visions Preschools;
• Preschool Programs operated by community organizations; or
• Child Care Centers licensed by the Iowa Department of Human Services (DHS).

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For a learner that does attend RECP(s), the IEP Team will be required to document the total minutes per week the learner attends RECP(s). The minutes recorded are calculated based upon a typical school day not to exceed 480 minutes per day or 2,400 minutes per week.

• Example: If a child attends Head Start for the morning (180 minutes per day x 5 days = 900 minutes) and SWVPP in the afternoon (120 minutes per day x 5 days = 600 minutes), the total would be 1500 minutes.

DOCUMENT: For a learner that does not attend any RECPs, the IEP Team will be prompted to document the environment in which special education services will be provided. The answer to this question will determine what further information is required. The IEP Team will be required to select the environment the learner receives special education services based on OSEP’s definitions as follows:

• Special Education – Session, class, or recurring activity that enrolls more than 50% of children on an IEP for instructional, support, and/or related special education services;
• Special School – Special Education services provided within a separate school (e.g., Iowa School for the Deaf Day Program); or,
• Residential Facility – Special education services provided within a residential facility (e.g., Iowa Braille School residential placement, all educational services provided on the IBS campus with no non-disabled peers).

DOCUMENT: If the learner does not receive special education services in any of the previously listed environments, the IEP Team will be required to select the environment where the learner receives the majority of special education services based on OSEP’s definitions as follows:

• Home – Special education services provided in the child’s home; 
  • Note: If the child receives the same number of minutes of special education services in the home and service provider/other location, check “Home”; or,
• Service Provide Location or Some Other Location – Special education services are provided within a service provider location or other location such as an AEA office or a designated room for AEA Support Services in an elementary school/building (includes support services such as OT, PT, or Speech, etc.).

DOCUMENT: The IEP teams are encouraged to use the Outcome Ratings Definitions and Descriptions and the Decision Tree as guides. The  Decision Tree guides an IEP Team through the decision-making process to determine the learner’s functioning in comparison to peers or standards. The Outcomes Ratings Definitions and Descriptions provides additional information about the 7-point rating scale.

DOCUMENT: Check the box to indicate this is the last ECO Summary to be completed for this learner. It is imperative this box be checked to indicate these are the final ECO ratings. The final ECO Summary is completed at the IEP meeting when the IEP team determines a preschool-age learner will no longer receive Early Childhood Special Education (ECSE) or preschool services such as transitioning to kindergarten, exiting special education, or moving out of state.

The final ECO Summary cannot be completed more than ninety calendar days before the end of ECSE or preschool services. If the IEP meeting is held more than ninety calendar days prior to the ending of the ECSE or preschool services, then the ECO Summary needs to be updated by the IEP team when the services end.  

Example: If a four-year-old child is receiving special education instructional services in a preschool setting and the IEP Team plans for the child to enter kindergarten in the fall of the upcoming school year, the ECO Summary is completed at the IEP meeting held in the spring. However, if the child’s last day of preschool is May 30th, the ECO Summary cannot be finalized before March 2nd.

Early ACCESS to Special Education: If the learner is transitioning to early childhood special education services from Early ACCESS services, the final Early ACCESS exit ECO Summary must be the same ratings as the entry ECO Summary for early childhood special education.

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DOCUMENT: It is imperative that the demographic information is complete and accurate. This includes the individual’s name, date of birth, and resident and attending district.

DOCUMENT: Information may be added to the summary throughout the student’s last year of school. This is the date the Summary for Post-Secondary Living, Learning, and Working form was finalized

DOCUMENT: This is the date the student will exit special education services, typically a graduation date.

DOCUMENT: Transition assessments of a student aged 14 or older, are described on Page B of the IEP. Based on these assessments, describe the postsecondary expectations for living, learning, and working. The statements should be very specific and current at the time of exit. If the summary sheet is completed early in the student’s last year of school, the information should be reviewed and updated, as appropriate, at the time of exit.

DOCUMENT: Identify all special education services the student received in the last three years. Remember to consider work experience, adaptive PE, or any other services that were delivered that might not be listed.

DOCUMENT: Record any goal areas included in the student’s IEP over the last three years. List goal areas only once. Examples: reading, financial literacy, self-responsibility, employability skills, etc

DOCUMENT:: Include type of assessment, date of administration, and results. This section may help adult service providers and other organizations or institutions determine eligibility for services. Information included here is directly related to the postsecondary expectations on Page B on the IEP and “current levels of performance” on each goal page. Assessment information may come from formal or informal assessment techniques. This section should not exclusively be scores or percentages: it could include observations and situational assessment information.

DOCUMENT: This information describes the impact of the disability and answers the “so what” question: How does the disability impact the application of skills and the completion of tasks in learning, living, and working? Domains to consider in this section include: mobility, self-care, self-direction, cognitive/motor skills, work tolerance, interpersonal skills, and sensory/verbal communication. Information to complete this section may be found on Page B, goal pages, and Page F of the IEP.

DOCUMENT: Describe accommodations/instructional strategies that have and have not worked and when. Progress monitoring, teacher input, and the IEP review should provide the necessary information to know when a student is or is not responding to an accommodation or instructional strategy. This section may help adult service providers and other organizations or institutes that are developing a plan or program for the student to identify service or support needs

DOCUMENT: Include suggestions for accommodations, linkages to adult services, or other supports. Make the recommendations specific to each individual student. Use the Post-Secondary Expectation information (Page B of the IEP or the Postsecondary Expectations section of this document) to determine recommendations that would be helpful for the student to successfully pursue the post-secondary expectation in each of the areas of living, learning, and working. Avoid a laundry list of recommendations.

DOCUMENT: This section is designed to assist students and families in contacting or staying in contact with community agencies or organizations. 

DOCUMENT: Identify the name of the agency the student has already been referred to or an agency that would be helpful based upon the recommendations made in the previous section of the document.

DOCUMENT: Indicate the current (i.e., at the time of student exit) status of a referral or transition activity, such as referral made, active case, the student on a waiting list, and so forth.

DOCUMENT: The name and position of the contact person within the identified agency.

DOCUMENT: The phone number of the contact person within the identified agency.

DOCUMENT: Indicate the name and position of one person within the high school that may be contacted in the future. Those who may have questions in the future include the student, family, adult or community service providers, or post-secondary institutions.

DOCUMENT: Identify members of the IEP team who provided information for the development of the Summary of Post-Secondary Living, Learning, and Working.

DOCUMENT: The diagnostic systems used by the Department of Education, the Area Education Agencies, the State Department of Rehabilitative Services or other State agencies and/or the current editions of either the Diagnostic Statistical Manual of the American Psychiatric Association (DSM-IV-TR) or the International Statistical Classification of Diseases and Related Health Problems of the World Health Organization (ICD) are the recommended diagnostic taxonomies.

DOCUMENT: In this context, a “formal” diagnosis means the specific identification of a mental, physical or health condition by a practitioner or institution other than the school or AEA. When available include the formal diagnosis, the name of the professional evaluator with credentials (certification, licensure, and/or the professional training of individual(s) conducting the evaluation should be provided), and the date of the evaluation. Please indicate if there is no formal diagnosis available (e.g., none available).

Useful and relevant information includes: 

• Formal/informal diagnostic assessments,
• Recent reevaluation results, and/or
• Performance levels with/without accommodations

DOCUMENT: The current functional impact of the disability is most helpful in describing either explicitly or through provision of specific diagnostic results how the student functions within the academic setting. 

• Include current levels of function, goals, rate of progress, modifications, and accommodations. In addition, provide any information that describes the typical progression of the disability, its interaction with development across the lifespan, the presence or absence of significant events (since the date of the evaluation) that would impact academic performance, and the applicability of the information to the current context of the request for accommodations at the post-secondary level. 
• Current functional impact focuses on: Perceptual, Cognitive, Behavioral, and/or Physical abilities Include current treatments and medications. 
• A brief review or history of treatments and medications noting significant and/or potential side effects that may impact perceptual, cognitive, behavioral and/or physical performance should also be included.

DOCUMENT: A description of instructional interventions, assistive devices, accommodations and/or assistive services should be provided. Include statements about their effectiveness in managing and/or minimizing the impact of the disability for the individual.

DOCUMENT::This description should provide an estimate of the change in the functional limitations of the disability over time and/or recommendations concerning the predictable needs for reevaluation.

DOCUMENT: Depending on the impact of the condition on the individual, a history of accommodations implemented and perceived effectiveness in managing and/or minimizing the impact of the disability should be provided. For individuals graduating from high school, a record of accommodations used during eighth through twelfth grade provides a more complete picture of the student’s experiences. It also provides an opportunity for the student to engage in reflection and self-determination.

DOCUMENT: Depending on the functional impact of the condition on the individual, including a listing of suggestions for accommodations and supports that may be beneficial in providing full access as the student transitions. 

Recommendations may include Accommodations, Adaptive devices, Assistive services, Compensatory strategies, and/or Collateral support services. As appropriate, recommendations for collateral medical, psychological, and/or educational support services or training that would be beneficial may also be included.

DOCUMENT: Recommendations from professionals with a history of working with the individual provide valuable information for the review process. They will be included in the evaluation of requests for accommodation and/or auxiliary aids. Where such recommendations are congruent with the programs, services, and benefits offered by the college or university they will be given deference. When recommendations go beyond services and benefits that can be provided by the college they may be used to suggest potential referrals to area service providers beyond the college or university.

DOCUMENT: List agencies with current or past supportive relationships with the student. Indicate status (active/inactive) as of the time of SAR completion and provide contact information.

DOCUMENT: The signature of the professional (i.e. secondary special education teacher, transition coordinator) completing this form along with the person’s title/role, and contact information is included for reference