26a54d73_dures_for_an_IEP_Re_evaluation__Status
[Steps] Step 19 [IEP Form & Description] I-9 IEP: PROGRAM SUMMARY This page will be used in all cases when developing or revising a student’s IEP. Statements for special education; related services; aids, services and other supports provided to or on behalf of the student; program modifications or supports for school personnel: These are the services that will allow the student to (a) advance appropriately toward attaining the annual goals; (b) to be involved and progress in the general curriculum; (c) to participate in extracurricular and other nonacademic activities, and (d) to be educated and participate with other students with disabilities and non-disabled students to the extent appropriate. The statements must include frequency, location (the type of environment that is the appropriate place for provision of the service. For example, a service may be provided in the child’s regular classroom or in a special education resource room.) and duration, if different from the IEP beginning and ending dates. There are 4 general areas of needed services: special education; related services; aids, services and other supports provided to or on behalf of the student in regular education or other educational settings; and, program modifications or supports for school personnel. The IEP team must address the needed services. Not all students will need services in all 4 areas. Special education is defined as specially designed instruction, regardless of where the instruction is conducted, that is provided at no cost to the child or the child’s parents, to meet the unique needs of a child with a disability, including instruction in physical education. Related services means transportation and such developmental, corrective and other supportive services as may be required to assist a child with a disability to benefit from special education. The list of related services is not exhaustive. Supplementary aids and services means aids, services and other supports that are provided in regular education classes or other education-related settings to enable a child with a disability to be educated with nondisabled children to the maximum extent appropriate. Examples of supplementary aids and services include highlighted texts, audiotaped texts, modified assignments, FM systems, and so on. Program modifications or supports for school personnel could include team teaching, weekly consultation between regular and special education teachers, training, or assistance modifying an assignment or highlighting a textbook. There is a close correlation between supplementary aids and services for children and program modifications or supports for school personnel. The two are interrelated. For example, if a student needs assistance transferring from one chair to another (supplementary service), a teacher or paraprofessional may need some instruction or training from the physical therapist on how to transfer a student (program support for school personnel). Participation in the regular education environment: This section addresses the environment(s) in which the student will participate. If the student will participate full-time with non-disabled peers in regular education (or for preschoolers, in age-appropriate activities), then the first box in V. is checked and no further explanation is necessary. The second box would be checked if a location other than regular education is listed under “location” in parts I, II, and/or III of (I-9). In that case, an explanation why the student will not participate full-time in regular education environment is required. [Status] 
Mandatory
C o n t i n g e n t
M a n d a t o r y
Special Education Procedures for an IEP Re-evaluation
Status