Louisiana Administrative Code › Title 28 - EDUCATION › Part XCVII - Bulletin 1530-Louisiana's IEP Handbook for Students with Exceptionalities › Chapter 3 - IEP Development › Section XCVII-303 - Initial IEPs

Current through Register Vol. 50, No. 6, June 20, 2024
A. Program
				Considerations for Students with Disabilities. Program decisions shall be made
				and written on the IEP in the following areas that form the basis for the
				placement.
1. General information about the
				student, including
2. the student's
				strengths; and
3. the concerns of
				the parents for enhancing the education of their child; and
4. the results of the initial evaluation or
				most recent reevaluation of the student; and
5. the student's present levels of academic
				achievement, developmental, and functional needs; and
a. how the student's disability affects the
				student's involvement and progress in the general education curriculum;
				and
b. how to determine when the
				student with a disability needs instructional materials in accessible formats
				(e.g., large print, Braille, digital, and/or audio); and
c. for preschool students, as appropriate,
				how the disability affects the student's participation in appropriate
				activities; and
6. as
				appropriate, the results of the student's performance on any general state- or
				district-wide assessment program.
7. T he IEP Team shall also consider any of
				the following special factors:
a. for a
				student whose behaviors impede his or her learning or that of others, consider
				the use of positive behavioral intervention and supports, and other supports to
				address that behavior;
b. for a
				student with limited English proficiency, consider the language needs of the
				student as those needs relate to the student's IEP;
c. for a student who is blind or visually
				impaired, provide for instruction in Braille and the use of Braille unless the
				IEP Team determines, after an evaluation 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;
d. the
				communication needs of the student, and in the case of a student who is deaf or
				hard-of-hearing, consider the student's language and communication needs,
				opportunities for direct communications with peers and professional personnel
				in the student's language and communication mode, academic level, and a full
				range of needs, including opportunities for direct instruction in the student's
				language and communication mode;
e.
				whether the student requires assistive technology devices and services based on
				assessment/evaluation results;
f.
				for a student who has health problems, the needs to be met during the school
				day. These needs would include such medical conditions as asthma, diabetes,
				seizures, or other diseases/disorders that may require lifting and positioning,
				diapering, assistance with meals, special diets, or other health
				needs.
8. The measurable
				annual academic and functional goals, designed to meet 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,
a. shall be based on the academic standards
				for the grade in which the student is enrolled; and
b. shall be based on each of the student's
				other educational needs that result from the student's disability;
				and
c. short-term
				objectives/benchmarks shall be required for students with significant cognitive
				disabilities or functions like a student with significant cognitive
				disabilities at all ages and grade levels, including preschool-aged students;
i. short-term objectives/benchmarks shall be
				required for students who participate in LAA 1 (the alternate assessment
				aligned to alternate achievement standards);
ii. IEP Teams may continue to develop
				short-term instructional objectives or develop benchmarks that should be
				thought of as describing the amount of progress the student is expected to make
				within a specified segment of the year. Generally, benchmarks establish
				expected performance levels that allow for regular checks of progress to
				coincide with the reporting periods for informing parents of their child's
				progress toward achieving the annual goals. An IEP Team may use either
				short-term objectives or a combination of the two, depending on the nature of
				the annual goals and needs of the child.
d. The participation in appropriate
				activities for the preschool-aged student.
9. The special educational and related
				services and supplementary aids and services to be provided to the student, or
				on behalf of the student, and the program modifications or supports for school
				personnel will be provided for the student
a.
				to advance appropriately toward attaining the measurable annual goals;
				and
b. to be involved and make
				progress in the general education curriculum and to participate in
				extracurricular and other nonacademic activities; and
c. to be educated and participate with other
				students with and without disabilities in the activities.
10. An explanation is given to the extent in
				which the student will not participate with students without disabilities in
				the regular class and extracurricular and other nonacademic
				activities.
11. The participation
				in the annual statewide assessment for the student in grades 3-11; and
a. the need for any individual accommodations
				in the administration of state- or district-wide assessments of academic
				achievement; and
b. when the IEP
				Team determines the student shall participate in an alternate assessment
				instead of the regular statewide assessment, a statement of why
i. the student cannot participate in the
				regular assessment; and
ii. the
				particular assessment selected as appropriate for the student.
12. The anticipated
				frequency, location, and duration of the special educational services and
				modifications.
13. The type of
				physical education program to be provided.
14. For each student beginning at age 16,
				transition service needs that focus on the student's courses of study; and
a. for each student not later than the first
				IEP to be in effect when the child turns 16, or younger, when determined
				appropriate by the IEP Team, and updated annually thereafter, the needed
				transition services including any interagency responsibilities or
				linkages.
15. The need
				for extended school year services (refer to Chapter 7) based on student
				performance on academic/functional goals and/or objectives/ benchmarks.
a. The IEP Team will consider the
				criterion/criteria to make the ESY determination and what data must be
				collected to make that decision. The data collected through progress monitoring
				(e.g., grades, progress reports, behavior checklists, task analyses, teacher
				observation logs, etc.) shall be reviewed to determine the progress the student
				makes toward acquisition of the measurable annual goals and/or
				objectives/benchmarks, and whether the data supports that, the student meets
				any of the criteria for ESY eligibility.