IEP Process
Related Services
Related services are developmental, corrective, and supportive services required to assist a child, who has been identified as a child with a disability, to benefit from special education services. The IEP team determines what additional services are necessary for the child to benefit from the special education services. The IEP team must consider each child's goals and the services or supports needed to assist the child to achieve them. Related services are provided in addition to special education instruction, and are not stand alone services and may be provided through either a direct or indirect model, as described above.
To add Related Services, navigate to the Services section of the IEP. Select “Related Services in the first dropdown box.
Select the service to be provided from the second dropdown box.
Select the Service Provider Role from the dropdown box.
Indicate whether the service will be Direct or Indirect by selecting the appropriate radio button.
Describe related services to be provided for this student including Setting, Location, Start Date, End Date and Amount of Service.
If additional explanation is required for any special education or related service, describe any specific directions, considerations, or delivery methods for special education and/or related services in the box provided below the list of services being provided to the student. In this box the user describes in detail the types of services and supports the student requires so that the teacher who receives the student has a clear description of the types of services and supports required. Examples include:
- Detailed description of support facilitation services
- Hours of attendance for students on an abbreviated day
Counseling and the Social, Emotional, and Behavioral Needs of Students
In the case of a student who receives special education services and has social, emotional and/or behavioral needs, counseling services are available as a part of the coordinated system of supports for general education students. Some students receiving special education services may need additional supports beyond those provided by the general education teacher and/or special education case manager. These students may exhibit external behaviors (e.g. hitting, screaming, kicking, arguing with teachers and peers, and not complying with adult directives) and/or internal behaviors (e.g. crying, withdrawing from others, sleeping in class, and not completing assignments). Many of these behaviors may be related to mental health diagnoses (e.g. Depression, Anxiety, Mood Dysregulation, Physical and/or Sexual Abuse, and Chronic Neglect), while other behaviors may not be as clearly delineated and may present unusual manifestations (e.g. frequent toileting accidents for a middle school student).
The level of social, emotional, and behavioral support a student requires in the school setting is provided through a Tiered Level Support System (i.e. Tier 1, Tier 2, and Tier 3) based on the student's individual and unique needs rather than disability category. When addressing a student’s social/emotional/behavioral needs, the Case Manager should first implement Tier 1 strategies. When Tier 1 strategies have been implemented, and the data regarding the effectiveness of the strategies indicate that the student’s social/emotional/behavioral needs have not improved or the needs are greater, an IEP meeting must be scheduled. The IEP Team should review the data collected and determine further steps including documenting the student’s social/emotional/behavioral needs, and considering adding Tier 2 interventions/strategies. Likewise, when Tier 2 strategies have been implemented, and the data regarding the effectiveness of the strategies indicate that the student’s social/emotional behavior needs have not improved or the needs are greater, the Case Manager would schedule an IEP meeting to consider the need for Counseling Services as a Related Service. Further information about each of the three tiers with accompanying examples of strategies are included below.
Tier 1
General Education Teacher and Case Manager problem-solve and implement strategies
Tier 1 refers to the social, emotional and behavioral supports that are provided to all students through the general education program, which may include, but are not limited to the implementation of school-wide discipline procedures, classroom management strategies, and access to the school counselor. If a student is having difficulty complying with the classroom rules and/or is exhibiting signs of social/emotional stress, the Case Manager and/or general education teacher should consider implementing general support strategies. Examples include:
- Consulting with school counselor about the needs of the student
- Implementing general behavior management strategies such as:
- Allowing frequent movement breaks
- Providing the student with choices
- Providing opportunities for the student to earn a preferred activity
- Developing an individual motivation system
- Sharing concerns with student’s parents
- Increasing praise or other positive reinforcers
Tier 2
IEP Team problem-solves and documents strategies on IEP (All Supports from Tier 1, PLUS Tier 2 Supports)
If the student demonstrates the need for additional social/emotional/behavioral support, even with the addition of Tier 1 supports, the Case Manager should schedule an IEP meeting. The Case Manager should involve the school counselor in the IEP meeting since school counselors provide social, emotional, and behavioral interventions as part of the general education program. School counselors provide short-term or situational supports for students through individual and/or small group counseling (e.g. difficulties getting along with peers in classroom; change in family situation; coping with frustration and disappointment). The IEP Team should discuss the student’s social and emotional needs, and document these in the Present Levels of Academic and Functional Performance. The team should also determine what additional strategies and supports are required to support the learning, social, and emotional needs of the student. These strategies and supports must be documented in the appropriate sections of the IEP. Strategies and supports that could be documented in the Accommodations Section of the IEP may include:
- Implementing an individualized reinforcement system
- Alternating preferred and non-preferred activities
- Implementing an "if, then" chart
- Checking in and checking out with an adult
- Providing opportunities for interacting with age-appropriate role models
- Assigning a peer buddy
At the IEP Meeting the team should discuss and review any factors relevant to the student's social, emotional and behavioral needs. For example, a student's behavior may be linked to learning frustration and/or environmental changes (i.e. parent divorce, death in the family, change of schools, etc.). After a thorough discussion of the student's strengths, needs and the supports and strategies required for the student to receive a FAPE, the team will amend the IEP in all applicable areas which may include:
- Consideration of Special Factors - this section may reflect that the student has behavioral concerns related to social and emotional needs.
- Present Levels of Academic and Functional Performance - data collected regarding student behavior must be included in the strengths, needs and impact statement. Assessment data may include data collected during implementation of Tier 1 strategies which may serve as a baseline for goals and objectives.
- IEP Goals (and Objectives) - Goals and objectives may need to be added or revised. Examples of behavioral goals related to social and emotional needs:
- When given an adult directive or prompt, the student will respond within _____(time frame) in ____ out of ____ opportunities.
- When faced with a frustrating or difficult task during (type of activity), the student will use an appropriate coping skill ( raise hand, ask for assistance, refer to visual aid) in 4 out of 5 opportunities.
- Accommodations, Modifications and Supplementary Services
- Special Education and Related Services - the student may require additional services in the area of Social/Emotional Behavior domain.
- Least Restrictive Environment - if additional services are required for the student, the student’s LRE could also change.
IEP team may also provide the student’s parent/guardian with referral information for the school-based mental health counselor, if available, and community mental health resources.
Tier 3
IEP Team convenes and Considers Adding Counseling as a Related Service
If the student continues to display behavioral difficulties, even with the implementation of Tier 1 and Tier 2 supports, then the Case Manager should initiate an IEP meeting to review data and determine if counseling as a related service is required. This determination is not based on a student’s disability category or the availability of resources. A student with any type of disability may be considered for counseling as a related service if the IEP team determines that counseling services are “required to assist the student with a disability to benefit from special education,” (i.e. without the provision of the related service, the student will not receive a FAPE). Counseling services may include individual and/or group counseling with the student. Counseling service providers may include social workers, psychologists, counselors, or other qualified personnel.
Students should be considered for Counseling as a Related Service when the IEP Team has reviewed data and determined:
- Student’s social, emotional, and behavioral needs have not been met with Tier 1 and Tier 2 Interventions
- Student is not progressing toward his/her IEP goals, and this lack of progress appears to be directly related to the student's social, emotional and behavioral needs which are documented in the Present Levels of Academic and Functional Performance.
Note: Counseling as a related service is not appropriate as a response to an isolated crisis situation as defined by the student’s threat of homicide or suicide. The student's Case manager should follow the school protocol in response to a crisis situation.
If the IEP team determines that counseling as a related services should be included in the student’s IEP, then the Case Manager will document the need for counseling as a related service by selecting options from the dropdown menu in Enrich IEP.
Note: Counseling services provided by school counselors are a considered Tier 1 and Tier 2 intervention available to all students. Counseling services provided by school counselors are
NOT considered a related service.
Describe the related services to be provided for the student including the Service Provider Role, Setting, Location, Start Date, End Date, and Amount of Service.
Additional explanation related to the counseling services must be described in the text box below the list of services being provided to the student.
The Prior Written Notice must address the proposal(s)/refusal(s) related to the Provision of FAPE to include counseling as a related service AND why the IEP team made this decision.
Occupational Therapy/Physical Therapy
School-based Occupational and Physical Therapy differ from the medically-based services students may receive at clinical facilities. It is important for school personnel to understand these differences in order for IEP teams to make appropriate decisions. While medically-based therapy focuses on the treatment of underlying symptoms/difficulties related to a medical diagnosis, school-based therapy focuses on functionality in the school setting and may include environmental adaptations, assistive technology, training in the use of equipment, etc.
EXAMPLES OF DIFFERENCES IN FOCUS AND TREATMENT
| Area of Concern |
Medically-Based Therapy |
School-Based Therapy |
| Poor posture/ low tone |
- 1:1 therapy focusing on strengthening and movement activities
|
- Consider adaptations to seating
- Consult with teacher on strategies to incorporate movement into the school day
|
| Sensory needs |
- 1:1 therapy focusing on intensive sensory input (movement, textures, foods, smells, etc.)
|
- Consult with teacher on a variety of sensory tools to use throughout the school environment
|
| Lack of coordination |
- 1:1 therapy focusing on balance activities, bilateral coordination, and core strengthening
|
- Focus on safely accessing the school environment (halls, playground, PE, stairs, etc.)
- May or may not require school-based therapy
|
Federal law mandates that OT and PT be educationally relevant. Although a student may have a medical condition and/or disability, he/she will not be recommended for OT and/or PT services unless it impacts their ability to fully benefit from their educational program.
Other key points related to school-based OT and PT:
- School based OT/PT focuses on eliminating or decreasing barriers to learning as opposed to attempting to change any underlying causes. OT/PT assists with education, not with rehabilitation.
- OT and PT are considered related services under IDEA; therefore, a student must be eligible for special education services before OT and/or PT can intervene.
- At times, physicians and other service providers make specific recommendations for school-based therapy. These suggestions are considered; however, the IEP team makes decisions based on a child’s educational needs.
Any service providers with concerns related to OT and or PT will follow the procedures below:
To Request an OT and/or PT Assessment Concurrent with Initial Evaluation or Comprehensive Re-Evaluation:
- Psychologist, Special Educator, or SLP (Speech-only) completes OT/PT Request for Screening/Assessment Packet and sends packet, to Jenna Shive, Lead Physical Therapist, MT Anderson Support Center
- Psychologist, Special Educator, or SLP (Speech-only) include completed Request to Release or Secure Confidential Information with the returned packet. It must include physician information and applicable outside agencies.
- Jenna Shive logs packet, sends information to appropriate OT/PT
- OT/PT obtains physician’s referral (required for PT) (Physician’s Referral for OT, Physician’s Referral for PT)
- Upon receiving notification from Lead Evaluator (generally school psych) that consent to evaluate has been obtained, OT/PT completes assessment
- OT/PT emails assessment report to Lead Evaluator to be included in comprehensive report
- OT/PT attends IEP meeting and participates in team decision regarding need for services; OT/PT services included on IEP, if required
- OT/PT submits Therapist Activity Report (TAR) to Jenna Shive; TAR must include assessment date and outcome
To Request an OT and/or PT Assessment for a Special Education Student not currently being Re-Evaluated
- Case manager (Special Educator or SLP) holds Special Review IEP meeting to discuss OT/PT concerns. Parent completes consent section of OT/PT Request for Additional Information form and Request to Release or Secure Confidential Information. It must include physician information and applicable outside agencies.
- Case manager completes OT/PT Request for Additional Information packet and sends packet, via courier, to Jenna Shive, Lead Physical Therapist, MT Anderson Support Center
- Jenna Shive logs packet, sends information to appropriate OT/PT
- OT/PT obtains physician’s referral (required for PT) (Physician’s Referral for OT, Physician’s Referral for PT) and completes screening/assessment
- OT/PT contacts case manager for assistance in scheduling Special Review IEP meeting to discuss screening/assessment results
- OT/PT attends IEP meeting and participates in team decision regarding need for services; OT/PT services included on IEP, if required; Case manager completes PWN
- OT/PT provides case manager with original, signed screening/assessment report to be turned in with Special Review paperwork
- OT/PT submits Therapist Activity Report (TAR) to Jenna Shive; TAR must include screening/assessment date and outcome
Nursing
The IEP team will determine if the student requires Nursing Services by selecting options from the dropdown menus.
If the student does require Nursing Services, the user must give a brief description of the services required in the text box provided below the list of services being provided to the student. If the student has an Individual Health Plan (IHP), the user will indicate this in the text box describing the services. The IHP will be referenced in the description of the nursing services. It is not necessary to enter names or dosages of medications or exact service times.
Transportation
Transportation may be considered as a related service for each student with an IEP and a decision will be made on an individualized basis by the student's IEP team to determine if the student requires transportation as a related service. Regardless of the student’s percentage of time removed from the general education environment, if a student is attending their homebased school, the IEP team should only consider transportation as a related service if it is clearly linked to the present levels of performance and to the student’s educational needs such that specialized transportation would be required. For any student requiring specialized transportation, a Transportation Request form is required unless the user specifies that a form is not required.
Change in Assignment Choice
Parent/Guardian/Age of Majority Student may request permission to attend another school through the Change in Assignment Choice process. Students attending a school through Change in Assignment Choice are NOT eligible for specialized transportation services to and from school, and are expected to provide their own transportation to and from school.
Procedures
In Enrich IEP, the Case Manager will document the need for transportation as a related service by selecting the appropriate radio button. “Yes” should be selected if the student requires specialized transportation at any time during the school year including to/from school, field trips, in-district transfers (CATE, MSAP/HSAP, etc.).
- If the IEP team has determined that a student requires specialized transportation services (“Yes”), the user must complete a Transportation Form (found in the Add Action Menu).
- If the student requires specialized transportation, and the District will be transporting the student to and/or from school, transportation must be included as a Related Service.
- The user will describe in detail specific accommodations, requirements, or instructions for transportation services and the rationale for these services in the subsequent text box.
- For any student requiring specialized transportation, a Transportation Request form is required.
Transportation Request Form
The Transportation Request form is found in the Add Action menu of Enrich IEP. Users must first navigate to the student’s Programs tab. Then, users will click on Add Action.
Users will select Transportation Form from the dropdown menu. This will bring up a draft document. Users must complete all of the required custom data information.
The Initiation Start Date is the date the user begins completing the form.
Next, the user will enter the student’s Service School, and the Start Date when the student will begin attending.
Users must select the source for the student’s contact information from the dropdown menu. The source indicated should be “Student profile information.”
Users will then identify any student needs and school schedule as they relate to transportation.
Next, users will identify the transportation start and end date, and pick-up and drop-off addresses. Pick-up and drop off locations must be from the student’s home or a daycare/afterschool care located within the attendance zone of the student’s home or assigned school. In addition, transportation services are not available to or from commercial venues (i.e. shopping plazas or work sites).
The user will then indicate whether curb-to curb drop off is needed, and whether the student may be dropped off if no one is present. If no, is selected for curb-to-curb drop off, the user will be prompted to provide a description of the drop off location in the text box provided.
Next, users will indicate the transportation area(s) by checking the appropriate checkbox(es).
Users should check the appropriate boxes to indicate all instances in which transportation is required.
Input the remaining required data in the document. If a chest harness is required, data in the present levels of performance must support the need for this restraint.
Note: The Transportation Form in Enrich IEP contains a signature section. The user should have the parent/guardian and team members sign and date the Transportation Request form at the meeting. If the parent is not in attendance at the meeting, this form must still be signed as soon as possible.
The signed document must be uploaded and attached in Enrich IEP.
Users will finalize the Transportation Form by entering the End Date in the Outcome Section, and selecting “Completed” as the Outcome Recommendation. After completing the Outcome section, users will then click Finalize.
ANY changes to the Transportation Request Form, other than clerical changes (address changes, phone number changes, school location changes, etc.),
MUST be made through the IEP process.
To continue to the next step in the IEP Process: Participation in Statewide/District Testing, click Next below.
