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West Virginia IEP Form and Instructions

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1 West Virginia IEP Form and Instructions
Policy 2419: Regulations for the Education of Students with Exceptionalities

2 Overview of the Session
Presented by Office of Special Programs and Office of Assessment and Accountability Review of policy guidance Standards-based IEPs IEP form Parts I – X Questions

3 Navigating the Webinar
During the presentation, phones will be muted. Questions may be submitted via computer during the session. As time permits, at the end of the presentation, lines will be open for additional questions by phone.

4 IEP Form Changes - IDEA 2004 IDEA 2004 interim forms and instructions posted in 2005 Changes to placement options and parent consent for Medicaid required March 30, 2007 Policy 2419 approved – Summer 2007 Revised IEP form posted August and presented at September Special Education Administrators’ Conference

5 IEP Form Changes - IDEA 2004 Online IEP forum – October 2007
WVDE begins development of online IEP within WVEIS; expected fall 2008 OSP announced required use of new forms beginning March 15, 2008 IEP instructions revised and posted on OSP Web site January 15, 2008 Webinar and edits to documents February 2008

6 IEP Resource Documents
IEP form February 2008 IEP Instructions February 2008 IEP Webinar Power Point Slides Webinar is being recorded Questions collected for Q and A document

7 Features of IEP Instructions
Revision of the 2005 instructions Steps for “Connecting to CSOs” added to emphasize need for standards- based planning Formatting of instructions has changed but most content remains the same as 2005 instructions

8 Standards-Based Education
CSOs are standards for everyone. Focus is on student learning. Ongoing assessment for learning within the classroom determines whether students are achieving. This assessment is used to adjust instruction and motivate student learning.


10 Accessing 21st Century Learning
Special education includes core content and access skills needed to reach mastery of CSOs and attain post school outcomes: Communication and literacy Problem-solving and thinking skills Organizational skills Life and career skills Social relationships Physical/mobility management Use of technology including assistive technology

11 Accessing 21st Century Learning
Special education includes: Scaffolding/support in general education to move toward the goal Monitoring (assessing) and adjusting instruction on a daily basis Intensive, targeted, sustained research-based interventions and strategies Individualized, data-based, recursive instruction Co-teaching and collaboration to differentiate instruction

12 Connecting to the CSOs Creating a standards-based IEP requires a change in the IEP planning process. Begin with the end in mind: Review the grade-level CSO performance descriptors for mastery and describe the student’s present levels in relationship to them. Consider the setting demands of the general education environment and what the student needs to meet the demands. Consider any additional individual academic and functional needs of the student.

13 Connecting to the CSOs Standards-based IEPs don’t just parrot the CSOs. They identify key academic annual goals to accelerate progress. They describe the special education needed to move the student from the Present Levels to grade-level mastery and above.

14 Other Ways to Connect For pre-K children, the Policy Early Learning Standards Framework is the curriculum. Schools implement this through Creative Curriculum or other approved curriculum. For students with significant cognitive disabilities, Policy Alternate Academic Achievement Standards provides Extended Academic Content Standards and performance descriptors. Preschool Extended Standards

15 IEP Part I – Student Information
Complete all information Check whether address/phone have changed; if so, notify school WVEIS contact Grade – the grade in which the IEP will be implemented Category of eligibility – District option Part I – Student Information Check the parent’s address and telephone number and notify the person responsible for WVEIS records at the school of any changes. Grade is the grade in which the IEP will be implemented (e.g., for May IEP, the grade in the fall) Category of eligibility is optional if the district so chooses

16 IEP Part II – Documentation of Attendance
Required membership listed in instructions Members in attendance sign the IEP Signature does not indicate agreement, just attendance Document attendance by alternative means (e.g. video conference or telephone) Part II – Documentation of Attendance Signatures are to document attendance, not agreement or disagreement. Only those in attendance sign. If IEP team members participate through video or audio conference calls, please note this in the appropriate space at the bottom of the page.

17 IEP Part III A: Consideration of Factors for IEP Development
IDEA and Policy 2419 require consideration of certain factors for all and additional factors as appropriate for some. Review all considerations; if they apply, include in Present Levels, Goals and Services. Remember to relate these to grade-level expectations (performance descriptors for mastery). IEP Team may choose to do this up front or return to it at the end of the meeting as a final check . Part III A: Consideration of Factors for IEP Development Review all these items. If these items were considered in drafting the IEP, complete the considerations up front. If not, ensure they are considered as the IEP is developed and complete this page at the end of the meeting. Consider all items in the first box for all students (seven items).

18 Considerations for All Students
Strengths of the student Concerns of the parent (and student) Most recent evaluations Note need for additional evaluations, if any Academic, developmental and functional needs Be sure to ask the parent and student, if present, about their concerns. If the team requests an additional evaluation, enter it here.

19 Considerations for All Students
Need for assistive technology devices or services, including provisions for home use if warranted Communication needs of the student (see also additional considerations) Revisions needed to address lack of progress - If the student did not make sufficient progress on last year’s IEP goals, take steps to address this For all but the initial IEP: If the student hasn’t made progress, the IEP team takes steps to address this. This isn’t specified in Policy 2419, but is found in the IDEA regulations at § (b).

20 Additional Considerations
Gifted – consider acceleration (moving through the content more quickly or moving to a higher grade level or course) and, if courses are taken early, the effects on earning credits for graduation Additional considerations: CONSIDER IF APPLICABLE (gifted, behavior, LEP, blind/low vision, deaf/hard of hearing, transition).

21 Additional Considerations
If behavior impedes learning, consider positive behavior interventions, supports and strategies. This is required for any student with behavior issues addressed in the IEP. Positive goals, supports and services are provided to help the student learn appropriate behaviors (not just negative consequences inappropriate behavior).

22 Additional Considerations
Students with limited English proficiency – language needs must be considered and addressed Students with blindness and low vision – IEP team is required to address need for Braille instruction and use Student who is deaf/hard of hearing -IEP team is required to consider language and communication needs

23 IEP Part IIIA: Consideration of Factors for IEP Development
Transition – for students age 16 and older during the period covered by the IEP, complete Part III B, Transition Planning Note: In developing the IEP, refer to the IEP Transition Checklist and instructions at the end of the IEP Instructions document. These requirements are monitored for federal reporting.

24 Consent for Agencies Parent or adult student consent is required before releasing individual student information to outside agency representatives, such as providing a copy of the IEP meeting notice. Additional considerations section may be used to get parent consent at the IEP meeting prior to the first transition IEP. If consent is needed between IEP meetings, a district release of information consent form may be used, and this box may be completed at the next IEP meeting. Prior to releasing individual student information to agency representatives, obtain parent or adult student consent to invite them to an IEP meeting. This may be accomplished at the IEP meeting before the student reaches transition age. Parent or adult student consent is required for individuals from outside agencies (e.g., vocational rehabilitation) to be notified of and/or attend, because consent to release individual student information is required. The district may adopt another way to accomplish this written consent, provided confidentiality is protected. For example, a release of information to allow sharing of education records and attendance at the meeting could be signed by the parent or adult student to whom rights have transferred.. This would be appropriate if the school becomes aware of the need to invite agency personnel after the annual review has been held. (Prior written notice alone does not meet this requirement; must have written consent).

25 Extended School Year Extended School Year must be considered for all students Data collected on the critical skill(s) noted in the previous IEP are used to determine whether regression/recoupment impede educational benefit. A critical skill is one that is essential for the student to maintain progress and benefit from special education. If critical skill loss during a break cannot be regained within a reasonable period, the student may not receive educational benefit (FAPE). Extended School Year – must be determined annually for all students based on regression/recoupment information related to critical skills (i.e .,skills the student has learned and must maintain over the summer to receive educational benefit). This decision must be made annually. It may not be deferred indefinitely. If data are not available, use available information and professional judgment. If the student is to receive ESY services, the service information is entered in Part VI.

26 Extended School Year ESY is considered annually
Reconvene at a later date if deferred Note the skills to be addressed (reflected in annual goals) in ESY services Parents may opt out of services Complete Part VI: Services if ESY will be provided

27 IEP Part III B – Transition Planning
Age of Majority: By the 17th birthday, inform the student (and parent) that rights will transfer to the student at age 18. Age of Majority brochure available on OSP Web site. Transition planning is integral to all parts of the IEP for a student age 16 and older. Part III B sets the stage for annual goals and services directed toward the student’s post secondary goals. The student is invited to the IEP meeting. Determine the student’s interests and preferences and document the methods used. Give the student notice of age of majority by the 17th birthday. The requirement is to inform the student, however, it also is very important that the parent have this information. If appropriate, inform the parent of resources regarding guardianship. If the student does not attend the IEP meeting, ensure the notice is provided to the student and documented. Written notice to the parent who does not attend the meeting would be appropriate, however, it does not take the place giving notice to the student unless the parent has acquired guardianship.

28 Transition Services Focused on improving academic and functional achievement to facilitate post school goals, including education, vocational education, employment, community participation, adult services and independent living Based on individual needs, taking into account strengths and preferences Include instruction, related services, community experiences, development of employment and adult living objectives, acquisition of daily living skills and functional vocational evaluation The above are seen in all parts of the IEP, not just on Part III B

29 Diploma Diploma – standard or modified
Criteria for taking APTA include modified diploma for students age 14 and older. Students taking WESTEST may be working toward either a standard or modified diploma, as determined by the IEP Team. IEP states requirements for the modified diploma. Completed at age 14 or end of eighth grade. Diploma decisions should be made by the end of eight grade. Current policy requires the decision to be made by age 14 if the student is taking APTA. If younger students are taking APTA, parents should be informed that instruction on the extended standards most likely will lead to modified diploma. The requirements the student must meet to receive a modified diploma, according to Policy 2510, are included in the IEP.

30 IEP Part III B – Transition Planning
Post secondary goals must be measurable and describe the education training and/or employment goals of the student. Transition services – check the goal areas for which Annual Goals will be written in Part V. Activities/Linkages: Select activities and linkages with agencies needed to provide transition services. If a participating agency fails to provide the transition services in the IEP, the IEP Team must reconvene to identify alternative strategies to meet the transition goals in the IEP. Transition: If the student will turn 16 during the span of the IEP, review the student’s interests, preferences and transition-related assessments and determine with the student appropriate, measurable post secondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. Awareness of the student’s post school goals and transitions assessments will facilitate development of Present Levels and identification of the areas to be addressed in annual goals to move the student toward the postsecondary goals. This form does not replace the need to see the present levels, annual goals and services to meet the students postsecondary goals in other parts of the IEP. Examples of post secondary goals: The student will complete a degree in elementary education. The student will be employed as a secretary. These are not the IEP goals, but the postsecondary goals listed on the transition services page of the IEP. The postsecondary goals must be specific enough to provide guidance for the IEP team to be able to support the acquisition of the goal. The specific postsecondary goal for employment should name, at the very least an occupational field and progress to a specific job in that occupational field as the student nears graduation. This information allows the school staff and IEP team members to guide the student’s thinking about education or training needs, so the postsecondary goal for education or training can be identified. All students need to consider postsecondary goals for independent living after high school, but only some will need direct instruction in the school setting (possibly a goal or objective in the IEP) to gain those skills to move the student along the continuum for independent living. These goals also assist the parent to guide student decision making. There are several individuals who might assist in identifying these goals, but it is the case manager or IEP chairperson who must record the information on the IEP document. Policy 2510 requires that these decisions begin at 8th grade (ISTP) and information may begin to be recorded on the Transition IEP page earlier than age 16, if appropriate.

31 Part IV – Present Levels of Academic and Functional Performance
Present levels are based on multidisciplinary, summative and formative evaluations and IEP progress. Summative assessments are assessments of learning. WESTEST and APTA in grades assessed (at a minimum) are state summative assessments to be listed in the first box. For WESTEST list the scaled score (SS) and performance level (novice, partial mastery, mastery, above mastery, distinguished) For APTA, list the raw score and performance level “Other” assessments include ACT PLAN and EXPLORE

32 Benchmark and Formative Assessments
Benchmark assessments are assessments of learning given throughout the year, e.g. DIBELS, AIMSWeb and others. Formative assessments are assessments for learning given during the learning process to provide feedback to the student and to allow instruction to be adjusted as needed. Student/teacher collaboration is key. Benchmark Formative

33 Part IV – Present Levels of Academic and Functional Performance
In the Benchmark and Formative Assessment section list these assessments and briefly describe the results as they relate to CSOs and implications for specially designed instruction This part of the IEP form has been revised. List the type of Benchmark assessment (e.g., DIBELS) or Formative Assessment and briefly describe results related to grade-level CSOs and implications for instruction.

34 Present Levels Narrative
Additional page provided, if needed In preparation: Review grade-level CSO performance descriptors (or alternate academic achievement standards) Review student’s multidisciplinary, summative and formative evaluation information and progress on the previous IEP to determine impact of exceptionality (student’s current academic and functional needs) on achievement of grade-level content standards. Narrative Description of Present Levels Present levels of Academic Achievement and Functional Performance describe the effect of the exceptionality on the student’s learning, e.g. how the student is performing relative to grade-level CSOs. Address not only achievement scores and academic skills, but also address how the student’s access skills may affect learning, including communication, behavior, related services needs and meeting setting demands of the general education classroom. Use multidisciplinary evaluation report recommendations, summative and formative assessment, and/or progress data on the previous IEP goals. (See Connecting to CSOs technical brief.) The present levels provides the foundation and justification for the annual goals, services and placement.

35 Present Levels Narrative
Articulate the gaps (observable, measurable) between grade level performance (academic and setting demands) and describe supports and strategies to enable the student to progress in general education curriculum Include any academic/functional needs, such as access skills, related to the exceptionality the IEP will address to ensure progress Build the foundation for goal areas, assessment, services and placement decisions

36 IEP Part V – Annual Goals, Part A
Write annual goals based on areas of academic and functional needs described in Present Levels. Goals state the skill/behavior the student will achieve in one year. Goals are measurable and progress is monitored and reported: Include timeframe, condition, behavior, evaluation procedures and criteria for mastery Part V – Annual Goals Annual goals must be measurable, observable and state what the student will be able to do by the end of the period covered by the IEP (within one year). They include the components listed. Timeframe - by when will the goal be accomplished? Conditions – what are the circumstances under which the skill or behavior will be performed? Behavior – is the behavior or skill positive, measurable and observable and student-centered? Evaluation procedures – how will performance be measured and what level of performance is needed to accomplish the goal? Annual goals address needs established in the present levels. Are all needs in present levels addressed? If not, why not? Standards-based annual goals – Refer to the performance descriptors in the CSO for mastery or above for the student’s grade level to identify the major concepts/skills the student should know and be able to do; then map backward to identify the skills most important to moving the student as quickly as possible from his or her present level to the grade-level expectation for mastery or above. Annual goals should link to the present levels.

37 Evaluation Procedure with Criteria
Annual Goals Timeframe Condition Behavior Evaluation Procedure with Criteria By June 2006 given specific comprehension strategy instruction Bill will read and understand literary passages and texts with an 80% average on comprehension assessments per grading period.

38 Documentation of Progress
Required: How progress toward IEP goals will be measured and when the parent will be informed of the student’s progress toward annual goals must be stated. “When might be through quarterly or other periodic reports issued concurrent with report cards Spaces are provided to document actual dates Progress Reports were sent to parents. Reporting progress to parents is not optional. The IEP must state how progress toward annual goals will be measured and when periodic reports of progress will be provided to parents. E.g., quarterly reports or reports at time of report cards.

39 Documentation of Progress
Use of form is optional, if district has another method of documenting progress. Mastery codes are specific to documenting evaluation of critical skill(s) for ESY purposes. Progress Codes are used to document progress toward annual goals; enter code and date. Mastery/Progress Codes on the IEP form are optional and provided to facilitate reporting progress to parents and/or keeping track of the critical skills for ESY. However, if the district has another means of accomplishing both of these requirements, these items need not be completed. Spaces are provided for recording dates progress reports are sent to parents.

40 IEP Part V B – Annual Goals
Both Annual Goals and Short-Term Objectives are required for students taking the Alternate Assessment on Alternate Academic Achievement Standards (WV Alternate Performance Task Assessment). Annual Goals are defined in Part A. At least two objectives are required for each annual goal. Short-term objectives or benchmarks have the same components as annual goals, but are for a shorter time frame and/or reflect steps toward mastery of the Annual Goal. Annual Goals and Objectives are based on the extended standards and additional functional and access skills for which the student needs specially designed instruction as described in the Present Levels. Annual goals and short-term objectives have the same components. Short-term objectives differ in that they are benchmarks or shorter steps toward accomplishing the annual goal, therefore the timeframe is sooner. They also may break the goal down into components, such as task analysis, or progress through levels in the alternate academic achievement standards.

41 IEP Part VI: Services Supplementary aids and services to allow the student to progress toward IEP goals within the general education environment are considered. Aids, services and supports provided in general education classroom Adaptations in instructional methods, materials, techniques, media, physical setting May be included in the Condition of an Annual Goal or Short-Term Objective Considered prior to considering removal to a special education environment Part VI - Supplementary aids and services Provide supports in the general education environment to enable the student to progress in that environment, including meeting the setting demands of the class, instructional interventions and strategies, assistive technology, behavior supports and others.

42 Supplementary Services
Location – general education math class, assemblies Extent/Frequency – Circumstances or amount/range of time 30-45 minutes per day During all testing During note-taking activities Initiation Date – when service begins Duration – when service ends Indicate location (specific class or other location) and amount. In describing, indicate circumstances under which the aid or service would be provided. Extent/frequency - Usually this is a specific number of minutes, but may the circumstances or a range, if the IEP team determines this is necessary (e.g., during any math test, minutes per day). Present levels address setting demands as they relate to the student’s skills and needs. Supplementary aids and services should link to the present levels and provide support need to ensure the student makes progress.

43 Special Education Services
Specially designed instruction addressing the goal areas in the IEP. Examples: language arts, fine motor skills, behavior, speech, reading comprehension Not an exceptionality Non-example: Vision impaired – 30 minutes per day If needed, indicate skill and subject area to clarify how the service is delivered. Example: For a goal embedded in general education core content class - reading comprehension – Science; written expression – English. Are services provided for each annual goal? If not, how is the goal addressed? Indicates the specially designed instruction: e.g. subject or skill area and location (general education environment or special education environment) and extent/frequency. All IEPs must address special education services.. For a student eligible as speech/language impaired, speech services are considered special education services. Speech is the only service that can be either special education service or a related service.

44 Related Services Related Services:
Transportation, school health and developmental, corrective and supportive services to assist in benefitting from special education Examples: occupational therapy, physical therapy, educational interpreter, speech Extended School Year (ESY) Services – if applicable

45 Special Education, Related Services and ESY
Direct – services provided directly to the student Indirect – services provided by one professional to another: by the special education teacher to the general education teacher Location General education environment (GEE) Special education environment (SEE) Frequency – amount of time, e.g. minutes per week Initiation – start date; duration – ending date; usually correspond to the school year Indicate direct (provided directly to the student) or indirect (provided to the teacher). Although co-teaching also could be defined as a supplementary service above, record co-teaching (direct co-planning and co-teaching within the general education class) as a special education service to emphasize this as an integral part of the delivery of IEP services

46 Part VII – Statewide Testing
For students in the grades assessed, check either standard or with accommodations. Determine appropriate accommodations, if any, for assessment based on testing. accommodations routinely provided in class. If student cannot participate in WESTEST and meets criteria for APTA: Must state why the student cannot take WESTEST and why APTA is appropriate (may state this in Present Levels and reference it) Check the accommodations determined by the IEP Team and indicate the specific test or subtest (e.g. WESTEST math). This form is was redesigned by a stakeholder group convened by the Office of Assessment. It is designed to primarily capture type of testing and accommodations needed, if any, for required statewide assessments. For each applicable state assessment (check the student’s grade level and grade tested) check whether the student will take the test under standard conditions or with modifications. Check the boxes to the left of the selected accommodations. Codes must be entered into the student’s WVEIS special education record. If the accommodation is for specific tests or parts of a test (e.g. WESTEST math), indicate in the box to the right of the accommodation. If the student will not be in a tested grade during the duration of the IEP, this information is optional. However, IEP teams may need to complete this form for additional tests that are district or school tests for which accommodations are needed. Decisions should be based on the Participation Guidelines for Statewide Assessment, should be selected to facilitate getting the best assessment information possible for the student and should include only accommodations to which the student is accustomed and which the student agrees to use. Some accommodations may be part of the “standard” conditions for some tests. All accommodations are now available for APTA, if applicable. Refer to test manuals and the most recent Guidelines for specifics. For students taking APTA, the IEP must explain the reasons why the student cannot take WESTEST and why APTA is appropriate. However, space is limited on this form. One suggestion is to clearly state this in the present levels of performance, since the IEP team would need to determine the student is using the extended standards prior to developing the annual goals. Then reference this in the APTA Justification space.

47 Extent of Participation
Extent, if any, to which student will not participate (is removed from) the general education classroom or extracurricular/nonacademic activities List classes provided in the special education environment rather than the general education class If applicable, list nonacademic activities such as assemblies, homeroom Must be supported by Present Levels State the extent to which the student will not participate in general education classroom and/or in extracurricular and non-academic activities. This includes times when the student’s service is in the special education environment (SEE) Examples: If the student is pulled out or scheduled out of a general education class, list the class; if the student doesn’t participate in homeroom, lunch in the cafeteria, assemblies or field trips, for example, list these. Present levels should explain or provide the basis for why this is necessary.

48 Extent of Participation
State the percentage of time in General Education Environment and Special Education Environment Denominator is total school day – time from the opening bell to the closing bell Special Education time is time in a separate setting with other students with disabilities (which may not equal time for special education services) General education time is time in general education class or other setting with peers without disabilities. Compute the percentage of time the student spends in the General Education Environment and in the Special Education Environment. This is based on the total time in school (from the “opening bell” to the “closing bell.”) This is not the same as the amount of special education minutes of service the student receives, because services may be provided in general education settings but still count as minutes of special education service (e,g, co-teaching). This is the amount of time in general education environment vs. being pulled out to a special education environment with only students with disabilities. For children ages 3-5, the total amount of time in any kind of service is the denominator, since preschool children may get services in more than one program, either public or private.

49 Age 3-5 Placement Options
In the early childhood program at least 80 percent of time (early childhood program designed for typically-developing children) ( Code - J) In the early childhood program 40 percent to 79 percent of time (Code – K) In the early childhood program less than 40 percent of time (Code – L) For any child who will be age 3, 4 or 5 on December 1 during the span of the IEP, use the age 3-5 placement options (letter codes for LRE). This is based on age only. This includes speech only students or any student with a disability who may be in kindergarten, but who is age 5 on December 1.

50 Calculation Calculate the percentage of time the child spends in a general early childhood program for students without disabilities. Numerator - the amount of time (e.g. minutes per week) the child spends in an early childhood program. Denominator - the total amount of time the child spends in a the early childhood program PLUS any time the child spent receiving direct special education and related services outside of an early childhood program. Divide and multiply result by 100.

51 Ages 3-5 Special Education Program
Special education classrooms (LRE - M) in regular school buildings; child care facilities; hospital facilities on an outpatient basis; other community-based settings; Separate schools (LRE - N); and Residential facilities (LRE - P). Home (LRE – R) Service provider location (LRE – S)

52 Placement Options – Ages 6-21
Inside the regular class 80 percent or more of the day. (General Education: Full-Time, LRE 0). Inside regular class no more than 79% of day and no less than 40% percent of the day. (General Education : Part-Time, LRE 1). Inside regular class less than 40 percent of the day. (Special Education: Separate Class, LRE 2). For any student who will be age 6 or older on December 1 during the span of the IEP, use the age 6-21 placement options (number codes for LRE).

53 Placement Options – Ages 6-21
LRE 3- Special Education: Special School – Public and Private LRE 5 - Special Education: Out-of School Environment LRE 6 - Special Education: Residential Facility – Public or Private LRE 8 - Parentally placed in private school LRE 9 - Students in correctional facilities Note that public and private special school and public and private residential have been combined. Out-of-school environment includes home and hospital placements. Students who are in an alternative school, if it is in fact a school, are not reported under out-of-school environment. Parentally placed in private school applies to students in private schools with Service Plans. Correctional facilities are Office of Institutional Education Programs facilities.

54 Least Restrictive Environment
Placement is determined annually Placement in the general education environment is considered first, including provision of supplementary aids/services Consider: The school the student normally would attend Only schools/classrooms appropriate to student’s chronological age The potentially harmful effects that might result from particular environments Integration with age-appropriate non-exceptional peers

55 Part IX - Consent Obtain parent written consent for
initial placement in special education and related services

56 Part X – Medicaid Release
Policy 2419 requires parent consent for billing Medicaid for services be obtained at the initial IEP meeting and subsequent IEP reviews Consent is obtained at least once a year If consent is needed between meetings, it is not necessary to convene an IEP meeting. Part X form is used. Parents must be informed that refusal to consent does not relieve the district of responsibility to provide the services at no cost to parents.


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