Accommodations are supports which are provided to students with Individual Education Programs (IEPs) to assist them in accessing the general education curriculum. The IEP team must determine if accommodations are required as part of the student's free appropriate public education. There must be comprehensive data in the present levels of performance to support the use of any accommodations required by a student. Additionally, accommodations must be described in enough detail so that an individual not familiar with the student could easily understand and implement each required accommodation.
Case Managers must consult with appropriate school personnel related to classroom accommodations, modifications, supplementary services and/or Behavior Intervention Plans. The IEP-at-a-Glance must be completed for each student with an IEP. The information in the form must be provided to all general education teachers, including related arts teachers, and paraprofessionals as appropriate, prior to the first day of student instruction. Throughout the school year this form must be completed for any new student with an IEP and after Special Review meetings in which there are changes in these areas. Additionally, the same process must be followed if there is any change to the student’s schedule during the school year including any changes due to a school operating on a block schedule, the form must be provided to the appropriate general education teachers, or paraprofessionals, if appropriate.
By signing the IEP-at-a-Glance, appropriate school personnel, as mentioned in the previous paragraph, acknowledge they have received the form from the Special Education Team Lead/Case Manager, and understand the components of the student’s accommodations/modifications/supplementary services, and behavior intervention plans. This includes understanding their responsibilities as mandated under the Individuals with Disabilities Education Act (IDEA) to read, understand, and implement with fidelity the accommodations/modifications/ behavior intervention plans, and supplementary services (example: Hearing Assistive Technology (HAT)/FM system) as designated in the IEP. Furthermore, it is understood these components of each student’s IEP will be provided to the student and implemented on the student’s first day of instruction. This process applies to staff teaching in Greenville County Schools traditional and virtual school programs.
Case Managers should follow the steps below for sharing IEP accommodations, modifications, supplementary services, and BIP information with appropriate school staff:
Step 1: Case Manager sends students’ IEP-at-a-Glance and Behavior Intervention Plan (if applicable) to appropriate general education teachers via district email prior to the first day of instruction.
Step 2: Case Manager meets with general education teachers to discuss students’ IEPs prior to the first day of instruction.
Step 3: Case Manager obtains signature of general education teachers on IEP-at-a-Glance
Step 4: Case Manager provides a copy of signed form to designated school administrator and uploads the form as a document in the IEP software system by September 30.
Step 5: General education teachers document through the year the implementation of the IEP.
The email below must be sent from the Special Education Case Manager to general education teachers:
Hello _________________,
I am providing you via email electronic copies of IEPs-at-a-Glance and Behavior Intervention Plan (if applicable) for the following students: (List students’ names).
These documents include information about the students’ accommodations, modifications, supplementary services, and Behavior Intervention Plans, if appropriate. I am available to meet on the following dates/times/locations to review and explain this information to you:
| Date | Time | Location |
Please confirm with me via email the date and time you would like to meet. When we meet we will also be completing acknowledgment forms indicating these documents were reviewed and explained prior to the first day of instruction for the students.
Thank you,
Case Manager
Requests by students or their legal guardians to be accompanied by a service animal must be addressed in writing to the Assistant Superintendent for Special Education Services at P.O. Box 2848, Greenville, SC 29602, and must contain required documentation of vaccinations. This written request must be delivered to the Assistant Superintendent of Special Education at least 10 business days prior to bringing the service animal to school or a school function. (Board Rule JA: Service Animals for Students, Staff and Visitors)
In addition to accommodations, the IEP team must determine if modifications to the general curriculum are necessary for the student to be provided a free appropriate public education (FAPE). Modifications are changes to what a student is taught or expected to learn which deviate from the general education curriculum standards. There must be comprehensive data in the present levels of performance to support any modifications to the general education curriculum. Additionally, modifications must be described in enough detail so that an individual not familiar with the student could easily understand and implement each required modification.
To continue to the next step in the IEP Process: Supplementary Services, click Next below.
IEP Process Accommodations & Modifications