Indiana Administrative Code
Title 511 - INDIANA STATE BOARD OF EDUCATION
Article 7 - SPECIAL EDUCATION
Rule 42 - Determination of Special Education Services
Section 42-6 - Developing an individualized education program; components and parent copy
Universal Citation: 511 IN Admin Code 42-6
Current through March 20, 2024
Authority: IC 20-19-2-8; IC 20-19-2-16
Affected: IC 20-19-2; IC 20-35
Sec. 6.
(a) An IEP is a written document for a student who is eligible for special education and related services that is developed by a CCC in accordance with this section. Transition IEPs are written documents developed in accordance with 511 IAC 7-43-4 that are in effect for students:
(1) entering into grade 9; or
(2) becoming fourteen (14) years of age;
whichever occurs first, or earlier if determined appropriate by the CCC.
(b) When developing a student's IEP, a CCC must consider the following general factors:
(1) The strengths of the
student.
(2) The concerns of the
parent for enhancing the education of the student.
(3) The results and instructional
implications of the initial or most recent educational evaluation and other
assessments of the student.
(4)
The:
(A) academic;
(B) developmental;
(C) communication; and
(D) functional; needs of the
student.
(c) The CCC must also consider the following special factors when applicable:
(1) Positive behavioral interventions and
supports, and other strategies, to address any of the student's behaviors that
impede the student's learning or the learning of others.
(2) Any supports, under
511 IAC
7-35-2, necessary to provide public agency personnel
with the knowledge and skills necessary to implement the student's
IEP.
(3) The language needs of a
student with limited English proficiency as those needs relate to the student's
IEP.
(4) In the case of a student
who is deaf or hard of hearing or a student who is deaf-blind, the student's:
(A) language and communication
needs;
(B) opportunities for direct
communications with peers and professional personnel in the student's language
and communication mode;
(C)
academic level; and
(D) full range
of needs;
including opportunities for direct instruction in the student's language and communication mode.
(5) Instruction in Braille and the use of
Braille for a student who is blind or has low vision or a student who is
deaf-blind, unless the CCC determines, after a functional literacy assessment
(sometimes referred to as a learning media assessment) of the student's reading
and writing skills, needs, and appropriate reading and writing media (including
an evaluation of the student's future needs for instruction in Braille or the
use of Braille), that instruction in Braille or the use of Braille is not
appropriate for the student.
(6)
The student's need for assistive technology devices and services.
(7) The IFSP for students who are
transitioning from early intervention programs under Part C of the Individuals
with Disabilities Education Act,
20 U.S.C.
1400 et seq.
(d) When developing an IEP, a CCC must determine the special education and related services that will meet the unique needs of the student, regardless of the student's identified disability.
(e) The general education teacher who is a member of the student's CCC must, to the extent appropriate, participate in the development of a student's IEP, including the determination of the following:
(1)
Appropriate positive behavioral interventions and supports and other strategies
for the student.
(2) Supplementary
aids and services, program modifications, and support for school personnel
consistent with subsection (f)(4).
(f) An IEP must contain the following:
(1) A statement of the student's present
levels of academic achievement and functional performance, including:
(A) how the student's disability affects the
student's involvement and progress in the general education curriculum;
or
(B) for early childhood
education students, as appropriate, how the disability affects the student's
participation in appropriate activities.
(2) A statement of the following:
(A) Measurable annual goals, including
academic and functional goals designed to meet:
(i) the student's needs that result from the
student's disability to enable the student to be involved in and make progress
in the general education curriculum (or for early childhood education students,
as appropriate, to participate in appropriate activities); and
(ii) each of the student's other educational
needs that result from the student's disability.
(B) For students who participate in alternate
assessments aligned to alternative academic achievement standards, a
description of benchmarks or short-term objectives.
(3) A description of the following:
(A) How the student's progress toward meeting
the annual goals described in subdivision (2) will be measured.
(B) When periodic reports on the progress the
student is making toward meeting the annual goals (such as through the use of
quarterly or other periodic reports, concurrent with the issuance of report
cards) will be provided.
(4) A statement of the special education and
related services and supplementary aids and services, based on peer-reviewed
research to the extent practicable, to be provided to the student, or on behalf
of the student, and a statement of the program modifications or supports for
school personnel that will be provided to enable the student to do the
following:
(A) Advance appropriately toward
attaining the annual goals.
(B) Be
involved in and make progress in the general education curriculum in accordance
with subdivision (1) and to participate in extracurricular and other
nonacademic activities.
(C) Be
educated and participate with other students with disabilities and nondisabled
students in the activities described in this article.
(5) An explanation of the extent, if any, to
which the student will not participate with nondisabled students in the general
education environment and in extracurricular and other nonacademic
activities.
(6) A statement
regarding the student's participation in statewide or local assessments of
student achievement, including the following:
(A) Any individual appropriate accommodations
that are necessary to measure the academic achievement and functional
performance of the student consistent with
511 IAC
7-36-10.
(B) If the CCC determines, in accordance with
511 IAC 7-36-10(g)
and
511 IAC
7-36-10(h), that the student must
take an alternate assessment of student achievement, instead of a particular
statewide or local assessment, a statement:
(i) of why the student cannot participate in
the general assessment;
(ii) of why
the particular alternate assessment selected is appropriate for the student;
and
(iii) documenting that the
public agency informed the parent that the student's performance will not be
measured against grade-level academic achievement standards.
(7) The:
(A) projected date for initiation of services
and modifications described in subdivision (4); and
(B) anticipated length and frequency,
location, and duration of services and modifications.
(8) A statement of the student's need for
extended school year services consistent with
511
IAC 7-36-4(c) and
511
IAC 7-36-4(d).
(9) Identification of the placement in the
least restrictive environment as described in section 10 of this
rule.
(10) Beginning not later than
one (1) year before the student becomes eighteen (18) years of age, a statement
that the student and the parent have been informed that parent's rights under
this article will transfer to the student at eighteen (18) years of age in
accordance with
511 IAC
7-43-4.
(11) Written notes documenting the meeting of
the CCC, including the following:
(A) The date
and purpose of the meeting.
(B) The
names and titles of the participants.
(C) The issues discussed during the
meeting.
(g) For a student convicted as an adult under state law and incarcerated in an adult prison, the:
(1) requirement in
subsection (f)(6) relating to participation of students with disabilities in
state and local assessments does not apply; and
(2) CCC may modify the student's IEP or
educational placement without regard to the requirements of this section and
section 10 of this rule if the state has demonstrated a bona fide security or
compelling penological interest that cannot otherwise be
accommodated.
(h) Nothing in this section must be construed to require:
(1) that additional information be included
in a student's IEP beyond what is explicitly required in this article;
or
(2) the CCC to include
information under one (1) component of the student's IEP that is already
contained under another component of the student's IEP.
(i) The public agency must give the parent a copy, at no cost, of the student's IEP. The copy may be:
(1) provided to the parent at the conclusion
of the CCC meeting; or
(2) mailed
to the parent at a later date.
If mailed, the copy must be received by the parent not later than ten (10) business days after the date of the CCC meeting.
(j) Any member of the CCC may submit a written opinion regarding the IEP. The written opinion must:
(1) be submitted to the public agency not
later than ten (10) business days after the date of the CCC meeting;
and
(2) remain with the student's
educational records.
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