Services
Services
Nuts and Bolts of Services
Special education and related services need to be sufficient in scope to meet a student's educational needs, and the IEP must include the following essential components:
-
Specified type of service, including frequency, minutes per session, duration, and setting in which the services will be provided
-
A connection to a goal. More than one service can be connected to one goal
-
If the case manager is not licensed in the student's primary disability, then categorical consultation (as an indirect service) must be included
Service Grid
The Service Grid is where all the students’ special education services are entered, with specific numbers and amounts of service time. This is a legally binding document once it has been signed by the parent, and these numbers must match up exactly with the amount of service time that the student is scheduled to receive during his school day.
Each service the student receives will have its own line on the grid. When amending an IEP service, change the end date of the current service, and add a new line with the new service minutes.
Service: Select the appropriate service from the drop-down menu.
Location: Select the appropriate location for service delivery from the drop-down menu.
Frequency: Note the number of times the service is provided (e.g., per day, session, week or month or quarter, or year)
Indirect/Direct Minutes and Duration: Note if service minutes are indirect, direct, or both, and indicate minutes of service per day/session/etc. The duration of service is typically one year, unless the service is temporary or the student has a finite term of attendance in ISD 917’s program (e.g., graduating in the spring).
Start Date: The 14th day after the IEP is sent to the parent to review.
End Date: One year past the Start Date, minus 1 day.
***POSSIBLE EXCEPTIONS TO THIS***
-
Student is graduating: end date is the day of graduation
-
Student is aging out of services: end date would reflect their end of eligibility.
-
A related service may change the frequency during the time of the IEP or services may end
-
The service page is being revised due to a significant change.
- If a significant change is made, there needs to be a line reflecting the minutes of service prior to the change and a line showing the new minutes of service.
-
The start date for the change would be 14 days out from the date the new PWN is mailed to the parent.
-
The end date for the previous service would be minus one day from the start date for the new minutes of service.
Provider: The person primarily responsible for delivering this service (click the blue Provider link to select from a list). For example, if John Doe is the IEP manager and also the student’s special education teacher, he would be responsible for delivering most of the Special Education service minutes, and his number would be entered here.
Direct vs Indirect Services
Direct instruction and services are provided directly to a child by a special education teacher or related services professional. This includes co-teaching and push-in models of instruction where a special education teacher instructs alongside a general education teacher. Direct instruction and services are provided to help a child meet the goals and objectives on the child’s IEP. For example, to address a goal for written language, a special education teacher could provide direct service in written language instruction.
Indirect services are not provided directly to a child. Instead, a special education teacher or related service professional provides these services to others who are working directly with a child. Indirect services could include activities such as:
-
Staff consultation with a regular education teacher on situations resulting from a student’s disability
-
Modifying curriculum or environment for a student
-
Observing a student
-
Monitoring a student’s progress in a specific area
-
Monitoring equipment or assistive technology used by a student
-
Direct instruction and services are provided directly to a child by a special education teacher or related services professional. This includes co-teaching and push-in models of instruction where a special education teacher instructs alongside a general education teacher. Direct instruction and services are provided to help a child meet the goals and objectives on the child’s IEP. For example, to address a goal for written language, a special education teacher could provide direct service in written language instruction.
-
Indirect services are not provided directly to a child. Instead, a special education teacher or related service professional provides these services to others who are working directly with a child. Indirect services could include activities such as:
-
Staff consultation with a regular education teacher on situations resulting from a student’s disability
-
Modifying curriculum or environment for a student
-
Observing a student
-
Monitoring a student’s progress in a specific area
-
Monitoring equipment or assistive technology used by a student
-
Cross-Categorical Case Management
One common indirect service involves consultation from a special education teacher licensed in the student's disability area. A teacher who is licensed in the student’s disability area must be part of the student’s IEP team. Per Minnesota Rules 3525.0210 and 3525.2350, consultation and indirect services must be provided to the general or special education teacher providing instruction if not licensed in the disability. There is no minimum or maximum to the amount of indirect service provided (i.e., duration and frequency). These determinations are made on an individualized basis by each student’s IEP team.
Child Specific Para Support
This section is filled out only for students who require a one-on-one paraprofessional (“student assistant”), a deaf/blind intervener, or interpreter/transliterator. If a child requires paraprofessional support at various times throughout his day for different activities but does not have an assigned student assistant, the checkbox with red print that states “Non-child specific adult support is described in accommodations” should be checked, and that information put in the Accommodations section of the IEP.
The remainder of the section is filled out exactly like the Service Grid above, except for the following blanks:
Type of Service: Select the appropriate service from the drop-down menu.
Statement of Student’s Need for and the Specific Responsibilities of the Paraprofessional(s): A brief statement listing the reasons that the paraprofessional support is needed, and what the paraprofessional will be doing with his/her time while he/she is working with the student.
Provider: The possible providers to choose from include #406, “Transliterator, Interpreter or”, #426, “Student Assistant, ISD 917”, and #427, “Deaf/Blind Intervener, ISD 917”.
