Creating an Accepted/Amended
Transfer IEP in Infinite Campus
Georgia State Rules
Excerpt from Georgia Special Education Rules pertaining to IEPs:
(15) IEPS FOR CHILDREN WHO TRANSFER LEAS WITHIN GEORGIA. If a child with a disability transfers to a new LEA in the same school year within Georgia, the new LEA (in consultation with the parents) must provide FAPE to the child (including services comparable to those described in the child’s IEP from the previous LEA), until the new LEA either: (a) Adopts the child’s IEP from the previous LEA; or
(b) Develops, adopts, and implements a new IEP that meets the IEP requirements of this Rule. [34 C.F.R. § 300.323(e)(1) – (2)]
(16) IEP FOR CHILDREN WHO TRANSFER FROM ANOTHER STATE. If a child with a disability (who had an IEP that was in effect in a LEA in another State) transfers to Georgia within the same school year, the new LEA (in consultation with the parent) must provide the child with FAPE (including services comparable to those described in the child’s IEP from the previous LEA), until the LEA
(a) Conducts an evaluation if determined to be necessary by the new LEA; and (b) Develops, adopts, and implements a new IEP, if appropriate.
[34 C.F.R. § 300.323(f)(1) -(2)]
DPS Local Procedures
Dalton Public Schools follows local procedures for transfer students that
enter with an IDEA IEP or are eligible to have an IDEA IEP per Georgia state
rules.
The following guidance is offered to assist in identifying proper steps to
implement local procedures for transfer students.
Dalton Public Schools Transfer IEP Procedures
●
When a student transfers to Dalton Public Schools and is reported to receive
ESS supports and services, the district ESS office will request a copy of the
student’s most recent psycho-educational evaluation, eligibility determination,
and IEP.
●
A school psychologist or other district designated staff member will review the
documents to determine if the student’s eligibility addresses all areas required
by Georgia state rules.
●
A Transfer Student Records Review form will be completed in Infinite Campus
to determine if an IEP can be completed in Infinite Campus.
Dalton Public Schools Transfer IEP Procedures
●
If available documents suggest all areas of Georgia state eligibility for special education
services are addressed, an IEP (addendum) meeting can be held or a full, new IEP can
be written.
●
If available documents do not suggest all areas of Georgia state eligibility for special
education services are addressed, a comprehensive evaluation and eligibility
determination should be pursued and procedures for an initial evaluation for special
education eligibility should be followed. (A 60-day timeline for completion of the
evaluation and eligibility applies.)
Dalton Public Schools Transfer IEP Procedures:
Completing a Transfer IEP
If available documents suggest all areas of Georgia state eligibility for special education services
are addressed, an IEP (addendum) meeting can be held or a full, new IEP can be written.
Please consider the following as recommendations:
Creating an Accepted/Amended Transfer IEP
The Accepted/Amended Transfer IEP is a special IEP amendment in Dalton Public Schools.
This IEP allows us to capture important Georgia Department of Education and DPS information for both educational planning and state reporting purposes.
The Accepted/Amended Transfer IEP can only be completed if the student has an active IDEA IEP from outside Dalton Public Schools.
(Excerpt from the Georgia Special Education Rules)
(e) IEP Changes or Amendments. Changes or amendments to the IEP may be made either by the entire IEP Team at an IEP Team meeting or by agreement between the parents and LEA .
1 . In making changes to a child's IEP after the annual IEP Team meeting for a school year, the parent(s) of a child with a disability and the LEA may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child's current IEP . [ 3 4 C . F . R . § 3 0 0 .3 2 4( a) (4) (i) ]
(i) If changes are made to the child's IEP, the L E A must ensure that the child's IEP Team is informed of those changes . [34 C .F .R . § 300 .324(a)(4)(ii) ]
(ii) A parent must be provided with a revised copy of the IEP with the amendments incorporated . [See 34 C .F .R . § 300 .324(a)(6) ]
(19) REVIEW AND REVISION OF IEPS Each L EA must ensure that the I EP Team
(a) Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved
---(Guidance from the Georgia Special Educations Rules Implementation Manual) Changes to the IEP
After the annual IEP meeting, the IEP may need to be changed. This can be done either by reconvening the IEP team to amend it or by mutual agreement between the parent and district to make changes to the written document without a meeting. The parent always
Q: Is a formal meeting required to make a change to the IEP after an annual
review?
A:
A formal meeting does not have to be held for an IEP amendment. Contact the
parent and, if he/she agrees, changes can be made without a formal meeting and
a new copy of the IEP must be sent home. If the parent requests a meeting, one
must be held before changes can be made. A Notice of Meeting must accompany
an IEP amendment if a formal meeting is held.
Creating the Accepted/Amended Transfer IEP
•Click on
•Create New Plan
•DPS IEP- Accepted/Amended Transfer IEP
•Create Document
Creating the
Accepted/Amended
T
Education Plan
•Enter the reason for the meeting; selections include •Initial- First eligibility in Georgia•Review- Previously eligible in Georgia
*Refer to the Transfer Student Records Review document to determine the proper selection.
•Meeting Date: Enter the Meeting Date from the Out-of-District IEP
•IEP Implementation Date: This date pre-populates and matches the Meeting Date. You will need to manually change it to the day services will begin in Dalton Public Schools..
NOTE:When the IEP is printed, it will only print the
pre-populated date but the services will pull from (begin on) the date you manually entered.
•IEP End Date: Enter the End Date from the Out-of-District IEP
•Enter the most recent eligibility date available. •Use the template bank to select the appropriate IEP
Education Plan
•In the Comments box, type:
This is an x/x/xxxx amendment to the (out-of-district’s name) Schools IEP.
Example:
This is a 3/5/2015 amendment to the Whitfield County Schools IEP.
…where 3/5/2015 is the date the DPS IEP team met or the date a DPS ESS teacher (with
interpreter) spoke to the parent and Whitfield County schools is the school district from where the student transferred.
You may add other pertinent information to this box, if necessary.
Enrollment Information
● Enter the following information from the previous school’s IEP: ○ Area(s) of Exceptionality
○ Eligibility Date(s)
(or most recent reevaluation review date)
○ •Re-Evaluation Date(s)
(Calculate based on the Eligibility Date to the left; subtract one day and add three years)
Example…
Eligibility Date: 3/15/2015à Re-Evaluation Date: 3/14/2018
● In the middle of the page!
○ Mark “Yes” for Special Ed Status
○ Use the IEP Environment Calculator for your
school/grade level uploaded to the District-ESS Canvas page to select the appropriate environment
● Area Served
○ You must enter this to move forward .
● District Information
○ Click refresh to import information
Student Information
Click Refresh then
Save & Next
Parent/Guardian Information
Click Refresh
then Save &
Next
Assessment Determination- GAA 2.0 Eligibility Questions
The decision to administer GAA is based on multiple sources of measurable, objective evidence, including, but not limited to current IEP PLAAFP statements, goals and/or objectives, report cards, progress reports, work samples, teacher observations, Full and Individual Evaluations (FIE), standardized achievement test results, and classroom, district, and statewide assessment results. This decision is not based solely on the student's previous performance on statewide assessment.
The decision to administer GAA is made by the IEP team, not administratively based on federal accountability requirements which limit the number of students taking an alternate assessment who can be counted as proficient in CCRPI performance calculations. Although GAA is intended for a small number of students, the proficiency cap does not limit the number of students receiving special education services who may take the alternate assessment.
The decision to administer GAA is based on the student's educational needs and the instruction the student is receiving. This decision is not based solely on the student's disability category and is not based on the student's racial or economic background, excessive or extended absences, or amount of time or location of service delivery.
Assessment Determination- GAA 2.0 Eligibility Questions
Assessment Determination- GAA 2.0 Eligibility Questions
Assessment Determination- GAA 2.0 Eligibility Questions
Statewide and District Wide Assessments Determination
•Accommodations specific for each subtest and assessment. Each assessment should be listed, content area-by-content area so that accommodations may be individualized. It is permissible to indicate all subtests. EOC should be identified by the course subject.
•Accommodations must relate to student's needs.
•Testing accommodations must be used as an instructional accommodation within the classroom.
(Excerpt from the Georgia Department of Education August 2008 DL Update)
Specific Testing Accommodations
Please Note:
Accommodations must be considered for all state and district assessments during the life of the
student’s IEP. Even if the assessment will not have accommodations, the test and subtest must be included.
Refer to the DPS ESS assessment grid to ensure inclusion of all assessments administered during the life of
the IEP.
•Accommodations for each test and subtest should be considered separately. However, if multiple subtests will be accommodated in the same way, you may include them all in the Subtest box. If subtests will be accommodated differently, a New Assessment
section must be completed for each test and/or subtest.
★ Every state and district test and subtest administered during the life of the student’s IEP must be represented in this section.
Specific Testing Accommodations-
1) Know what tests will be administered
The DPS ESS assessment grid is provided as a resource to help you include all assessments in the IEP that will be administered during the IEP start and end date.
It’s intended to be used in this way:
1.Find your student’s current grade level and identify all of the tests that will be administered during the
remainder of the school year.
2.Find your student’s next grade level and identify all of the tests that will be administered that school
year.
3.All assessments identified should be added to the IEP for discussion of necessary accommodations.
Specific Testing Accommodations-
2) Identify allowable accommodations
Accommodations must be considered for all state and district assessments during the life of the student’s IEP.
Even if the assessment will not have accommodations, the test and subtest must be noted in the student’s
IEP.
Specific Testing Accommodations-
2) Identify allowable accommodations
Honoring the WHOLE Child– Recognizing English Learner Testing Accommodations
Some students will qualify for both Special Education and English Learner (EL) services. It is important to
recognize the EL test accommodations, if any, that are necessary for the student.
•
You may only use allowable accommodations for English Learners (refer to the GADOE allowable
accommodations resource).
•
You must have EL teacher participation and coordination to consider and discuss including or excluding the
EL-specific accommodations
(ESOL Classroom and Word-to-Word Dictionary – which can be accessed in the
“District Specific Setting” and “District Specific Presentation” testing accommodation boxes).
Specific Testing Accommodations-
3) Carefully Document Each Test and
Accommodation Needed (or that no accommodations are needed)
Accommodations for each test and subtest should be
considered
separately. However, if multiple subtests will
be accommodated in the same way, you may include them all in the
Subtest
box. If subtests will be
accommodated differently, a
New Assessment
section must be completed for each test and subtest.
❖
Every state and district test and subtest administered during the life of the student’s IEP must be
represented in this section.
Specific Testing Accommodations-
3) Carefully Document Each Test and
Accommodation Needed (or that no accommodations are needed)
•Use EOG/EOC allowable
accommodations for district tests (i.e.,
OAS, Write Score, MAP…) or any state
tests not listed in the GADOE Allowable
Accommodations resource (i.e., GAA…).
Specific Testing Accommodations- Entering district/state tests
Use drop down to
select test, subtest,
and accommodation
Specific Testing Accommodations- Entering district/state tests
State Specific Accommodations Boxes
Ignore these options.
District Specific Accommodations Boxes
There are accommodations that are specific to DPS per legal & state feedback.
● Includes allowable GADOE accommodations
● Includes the designation for no accommodations
● Includes the designation for about of extended time (“Up to 50%” or “Up to 100%”)
● Note that EL accommodations are found in these boxes (for students that are eligible for
EL accommodations- accommodations may not be included without EL teacher participation.)
To select accommodations, click in the box and click on the desired accommodation. You may select multiple accommodations within each box by repeating the clicks.
Specific Testing Accommodations- What if there are no district/state tests?
•All portions of the IEP must be fully completed, and “N/A” is not a viable entry.
•At some grade levels, however, there may not be any district or state tests administered. In that situation, do the following: •Click on “Test” and select No State or District Testing during this IEP.
•Click Noneat the bottom. •Click Save & Next
Services Inside General Ed Classroom
This section is used to record
special education services that
take place in the General
Education setting (inclusion
services), such as consultative,
supportive, collaborative, or
co-taught models of instruction.
Click New to enter a service
Services Inside General Ed Classroom (Cont’d)
•General Education – This section is used to record Special Education services that take place in the General Education setting (inclusion services).
•Consultative- Student receives direct instruction from a teacher certified in the student’s primary area for at least one segment per month.
•Supportive- Specifically designed instruction or supplemental aids or services provided from personnel such as
paraprofessionals, interpreters, job coaches, other assistive
personnel, and other general education teachers that allow the student to receive instruction in the general education
classroom.
•Collaborative- A general and special education teacher teaching in the same classroom with the special education teacher being in the classroom at least 50% (and up to 99%) of an instructional segment for collaboration.
•Co-taught- A general and special education teacher teaching in the same classroom with the special education teacher being in the classroom for 100% of an instructional segment.
Services Inside General Ed Classroom (Cont’d)
•Select the General Education
(Class)Service based upon the student’s Primary eligibility category (or other category of service) and service model (Consultative, Supportive, Collaborative, or Co-Taught). See previous page for guidance.
•Provider and Provider Position: Use the pull downs to enter the Provider and
Provider Position.
•Content/Speciality Area(s): Enter the
rostered course/report card subject where the service will occur; [High school staff can use
English, Math, Science, Social Studies, Elective
broadly to capture course credit areas.]
•Location and Model should be ignored. 38
Services Inside General Ed Classroom
•Start Date and End Date will be the start and end date of the service.
•Start Date- The date the service will begin.
•End Date- Typically the IEP End Date or the date the service will end (if prior to the IEP End Date)
Services Inside General Ed Classroom (Cont’d)
•Duration: Enter the amount of time (in minutes) for the regular education class.
•Session frequency: Enter the number of days the student will receive the duration of services.
•Subject: Enter the general content area where the service will occur [i.e., Reading, Language Arts, Math, Science, Social Studies, English (at the high school level), etc.].
•Service Frequency: Use the pull down to enter the service frequency. Service frequency reflects the calendar period in which the student receives the
Duration and Session Frequency of services. •Example- Pam will receive 45 minutes of literacy support 5 days each week.
•Duration- 45
•Session Frequency- 5 •Service Frequency- Week
•Click Save & Stay to enter more services or Save &
Services Outside General Ed Classroom
This section is used to record special education services that take place
outside of the general education classroom (pull-out services provided in
separate class model settings or in the alternate curriculum classroom)
Services Outside General Ed Classroom (Cont’d)
Special Ed (Normal) Service – This section is used to record Special Education services that take place outside of the General Education Classroom (i.e., Pull-Out services)
Select the student’s disability category and selected model from the drop-down box. Models include:
•Separate Class- Students who receive special education and/or related services in a separate class model or alternate curriculum classroom.
•Separate School- Students who receive all of their special education and related services in a public or private day setting (i.e., North Star).
•Home Instruction- Students who receive all of their special education and related services in the principle residence of the child’s family or caregivers.
•Residential- Students who receive their special education services in a publicly or privately operated residential schools or residential medical facilities on an in-patient basis.
•Hospital/Homebound- Special education and related services in a hospital or homebound program. •Supportive Services- Specifically designed instruction or supplemental aids or services provided from personnel such as interpreters, job coaches, other assistive personnel, and other general education teachers that allow the student to receive instruction in the special education classroom.
Services Outside General Ed Classroom (Cont’d)
•Select the Service based upon the student’s Primary eligibility category (or other category of service) and service model (Consultative, Supportive, Collaborative, or Co-Taught).
•Provider and Provider Position: Use the pull downs to enter the Provider and
Provide Position.
•Content/Speciality Area(s): Enter the rostered course/report card subject where the service will occur; [High school staff can use English, Math, Science, Social Studies, Elective broadly to capture course credit areas.]
Services Outside General Ed Classroom (Cont’d)
•Start Date and End Date will be the start and end date of the service.
•Start Date- The date the service will begin.
•End Date- Typically the IEP End Date (which is plus one year and minus one day from the IEP Meeting Date)
Services Outside General Ed Classroom (Cont’d)
•Duration: Enter the amount of time (in minutes) for the special education class.
•Session frequency: Enter the number of days the student will receive the duration of services.
•Service Frequency: Use the pull down to enter the service frequency. Service frequency reflects the calendar period in which the student receives the
Duration and Session Frequency of services. •Example- Pam will receive 45 minutes of literacy support 3 days each week.
•Duration- 45
•Session Frequency- 3 •Service Frequency- Week
•Click Save & Stay to enter more services or Save &
Related Services
Related Services– This section is used to record services related to instruction, such as transportation, occupational therapy,
physical therapy, and music therapy.
Click New to enter a service
Related Services (Cont’d)
•Use the pull down to enter the
Related Service.
•Select the related service that will be provided.
•Use the pull down to enter the
Provider
•Use the pull down to enter the
Service Position (service provider). •Content/Speciality Area(s): Enter the rostered course/report card subject where the service will occur; [High school staff can use English, Math, Science, Social Studies, Elective broadly to
Related Services (Cont’d)
•Start Date– Enter the date the service will begin •End Date– Enter the date the service will end (can be before but not after the IEP End Date)
•Duration: Enter the amount of time (in minutes) for the special education service.
•Session frequency: Enter the number of “times” the student will receive the duration of services relative to the Service Frequency (see below).
•Service Frequency: Use the pull down to enter the service frequency. Service frequency reflects the calendar period in which the student receives the
Duration and Session Frequency of services. •Example- Pam will receive 45 minutes of literacy support 3 days each week.
•Duration- 45
•Session Frequency- 3 •Service Frequency- Week
•Click Save & Stay to enter more services or Save &
Services Considered
•Click the service models that were considered and selected.
•If the student will receive a service model Outside the General Ed Classroom, please explain how the student’s school day (including both academic and nonacademic activities) will look differently from nondisabled peers.
i.e., Mary will participate in a small group literacy activity in a separate classroom with a special education teacher every day while her peers
Behavior Intervention Plan
Complete if incoming student has a completed BIP in IEP.
Behavior Intervention Plan (Cont’d)
•Has a Functional Behavior Assessment been conducted?– Use drop down to select answer
Transportation
•Is Special Transportation Required?-
Use drop down to select “yes” or “no”. •Rationale- Enter reason that special transportation is or is not required
Click Save & Next to go to the next section of the IEP.
Team Meeting
•The Team Meeting section should address that Due Process Procedures were afforded:
•IEP participants were notified to participate in the development of the IEP amendment
•IEP participants finalized the IEP amendment
•Any other portions of the IEP not represented in the
Accepted/Amended Transfer IEP template that merits a change from the previous school district’s IEP
Click New to enter a team meeting
Team Meeting (Cont’d)
•Print in Plan: Check box
•Meeting Date: Date when the IEP was finalized with parent agreement
•Meeting Time: Time when the IEP was finalized with parent agreement
•Meeting Location: Where the IEP was finalized with parent agreement (you may enter Phone Conference)
•Invite Date: Date you contacted parent to finalize the IEP (can be the same as the meeting date)
•Meeting Minutes: Enter any changes needed to the previous district’s IEP that cannot be addressed elsewhere in this Accepted/Amended Transfer IEP template.
Team Meeting (Cont’d)
Team Meeting Attendance:
Team members’ names pre-populate from family/staff that you have previously linked or entered in the Team Members tab. If you need to include a team member that isn’t shown,
please click the Add button. You can then type in team members names.
•Click Save & Next to go to the next
Invited: Mark for any IEP team members that participated in the development of the draft Accepted/Amended Transfer IEP.
Attended: Mark for any IEP team members that participated in the conversation that finalized the Accepted/Amended Transfer IEP, to include parent agreement.
* All attended members should also be marked as Invited.
