Section D: Temporary Intensive Supports Assessment 1. IEP teams should identify the need for related services based on appropriate documentation and assessment. If the IEP team recommends such services, the following statements must be considered for inclusion in the IEP: a) The related service is necessary to the child to benefit from his/her special education program; b) The program modifications or supports for school personnel are necessary to assist the child to; (1) Advance appropriately toward the annual goals; (2) Be involved in and progress in the general curriculum; (3) Participate in extracurricular and other nonacademic activities; and (4) Be educated and participate with other disabled and non-disabled children. 2. The IEP team shall address the means for reviewing and evaluating the necessity of continuing temporary intensive services to the student. It is recommended that these intensive supports be monitored every six months and reconsidered at every annual IEP. 3. The IEP team shall also include a statement of the anticipated frequency and duration for the services and modifications. 4. If it is determined that additional personnel support is required, the IEP team should periodically review the effectiveness of this additional support. A systematic, written plan needs to address how additional personnel support will be monitored. 5. For services requiring additional personnel support as a result of a student’s behavioral difficulties, the student’s IEP needs to include appropriate goals. In addition, a Behavioral Intervention Plan (BIP) should be developed in accordance with Sections 3001 and 3052 in Title 5 of the California Code of Regulations (CCR). The BIP needs to include a provision describing how and when support, including personnel, will be utilized to implement the plan, and when the plan will be reviewed and modified. 6. When determining the need for additional personnel support due to an instructional need, the IEP team must utilize appropriate assessment information to support this recommendation. The written plan must be developed by the IEP team in collaboration with a general and special education teachers specifying how the additional personnel will be utilized to support the teacher in implementing the student’s goals and objectives and what attempts will be made to transition other available classroom resources and supports. 7. When a need for additional support is due to medical need, a specialized health care plan will need to be developed. (Utilize D/M SELPA Form 93, 94, and 95, as appropriate)
Chapter 22 – Supports and Services, Charter SELPA As of 10/17/2019 D/M Charter SELPA Steering Committee Approval
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