Secondary Individual Education Plan (Delaware)

Last Modified on 12/16/2024 9:47 am CST

Tool Search: Special Ed Documents

The Secondary Individual Education Plan captures secondary student special education information and matches the required documentation provided by the state of Delaware. This document describes each editor, each field on the editor, and any special considerations and instructions.

The current print format is DE Secondary IEP 2024.1. Delaware is a State Edition. Districts cannot change the plan format.

Editor Home

The Editor Home lists the editors available, their status, and Modification and Completion information.

Header	Description
Name	The name of the editor.
Status	The state of the editor. Statuses can be: In Progress indicates a user has entered and saved data in that editor. Not Started is the default status for all editors. Complete indicates a user has clicked the Complete button on the editor, and the editor is read-only. This does not lock the editor from further editing but indicates the user considers the editor finished. Not Needed indicates a user has clicked the Not Needed button on the editor. This is usually done for editors that do not apply to the student. The following statuses are only available for certain state-specific documents: ESign indicates that the editor has functionality related to the eSignature process. See the Delaware Special Ed Plan eSignature Process article for additional information. Complete Pending eSignature indicates the plan has been entered and sent via the Campus Parent portal to the student's guardian for eSignature.
Modified By	The date and the user by whom the editor was last edited.
Completed By	The date and the user who clicked the Complete button for that editor.

General Information

The following table lists the actions available for the editors. When resizing the window, certain buttons are condensed into a single Action button.

Button	Description
Save	Different editors have different save options. Click the arrow next to the Save & Stay button to view all saving options for any given editor. Save captures progress and navigates the user to the Editor Home or to the List Screen for List editors. See the Editor Types section for additional information. Save & Stay captures progress and keeps the user on the current editor. This save button is the default save option and is usually found within the detail screen or list editors, such as Goals and Objectives. Save & Next captures progress and navigates the user to the next editor. Save & New captures progress and creates a new record. This save button is usually found within the detail screen of a list editor, such as Goals and Objectives. See the Editor Type section for additional information.
Refresh	Retrieves a new copy of data from the student's record. This includes enrollment, student, parent/guardian, and team member information. This also returns any accidentally deleted records. Manually entered fields do not change when the refresh button is clicked. The user must Save after clicking Refresh to capture changes. A side panel displays a listing of all the student's applicable enrollment records. See the Enrollments tool documentation for additional information.
Cancel	Navigates the user to the Editor Home screen or the List Screen for List editors.
Status	Changes the status of the editor. Complete indicates the editor is finished. This makes the editor read-only. However, this does not lock the editor from further editing. The user must click In Progress to further edit after an editor is marked Complete. Not Needed indicates the editor does not apply to the student's plan or evaluation. This makes the editor read-only. However, this does not lock the editor from further editing. Click the In Progress button to further edit after an editor is marked Not Needed. In Progress only displays when the editor is in the Complete or Not Needed status and allows additional edits to be made. The following status is only available for the Nevada and Delaware: Complete Pending eSignature only displays for the Procedural Safeguards, IEP Implementation, and Medicaid Consent editors. This button marks the editor as complete until the parent/guardian electronically signs those sections of the plan via the Campus Parent Portal. See the Delaware Special Ed Plan eSignature Process article for additional information.
Print	Prints the entire document.
Editors	Opens a side panel listing all the available editors and their status. Select an editor from this list to navigate to that editor or click Close to collapse the side panel.
Previous	Navigates the user to the previous editor.
Next	Navigates the user to the next editor.

Editor Types

There are two types of editors available: List or Basic editors. When navigating to a Basic editor, the list of fields within the editor is displayed. List editors display a list of all records within that editor. Clicking an existing record or the New button opens the detail view for an individual record.

Editor Lock Out and Release Logic

Only one user at a time can actively work on an editor. A person with a padlock icon ( Screenshot of the Padlock Icon. ) displays in the Editors side panel, Editor Home, and List Screen of list editors indicating which editors currently have users working on them. Hovering over the icon displays the name of the user who has checked out the editor, including the current user (you).

Editors that are currently being edited are read-only for all other users. The name of the person working on the editor displays in the header.

To release an editor, the user must:

navigate to the next editor by clicking Save and Next or the Editors button and selecting the next editor from the side panel.
click the Cancel button to return to the Editor Home screen.
log out of the Campus application.
navigate to a different tool in the Campus application.

Editors are automatically released when the in-application timeout limit has been exceeded. This is a back-end process and is usually around 30-60 minutes.

Text Editors

Images should not be inserted into text fields.

Field	Description	Validation
Plan Type Required	The type of plan. Options include: Annual IEP Annual IEP/Reevaluation Eligibility Determination IEP Meeting IEP Revision IEP Revision/Reevaluation Eligibility Determination Initial Eligibility Determination Initial IEP Initial IEP/Initial Eligibility Determination PPPS Meeting Reevaluation Eligibility Determination	N/A
Meeting Date Read-only	The day the student's team met.	This field is populated from the Meeting Invitation document selected on the Meeting Participants editor.
IEP Initiation Date Required	The first day of the student's plan.	N/A
IEP End Date	The last day of the student's plan.	N/A
Most Recent ESR Date Read-only	The date of the student's most recent Evaluation.	This field pulls in the date from the most recent, locked Evaluation when it exists.
Temporary Placement
Temporary Placement Date	The date of the temporary placement.	N/A
Agency Representative	The name of the agency representative in charge of the placement.	This field is limited to 150 characters.

Field	Description	Validation
Primary Disability Required	The student's first disability. Options include: 1000 Autism 1100 Deaf-Blind 1400 Developmental Delay 0200 Emotional Disability 0700 Hearing Impairment 0300 Learning Disability 0100 Mild Intellectual Disability 0400 Moderate Intellectual Disability 0603 Orthopedic Impairment 0601 Other Health Impairment 0900 Partially Sighted 1600 Pre-School Speech Delay 0500 Severe Intellectual Disability 1200 Speech and/or Language Impairment 1300 Traumatic Brain Injury 0800 Visually Impaired	N/A
Secondary Disability	The student's second disability, when applicable. The options available are the same as the Primary Disability options.	N/A
Tertiary Disability	The student's third disability, when applicable. The options available are the same as the Primary Disability options.	N/A
District of Residence	The student's district of residence.	This field pulls in from the student's Enrollment record when available but can be manually edited.
Attending Building	The building where the student attends school.	Upon Refresh, this field is pulled from the Enrollment tool and cannot be modified.
Grade	The student's grade.	Upon Refresh, this field is pulled from the Enrollment tool and cannot be modified. Database Location: enrollment.grade
District Information
District Number	The district number associated with the Enrolled school.	District Information > State District Number
District Name	The district name associated with the Enrolled school.	District Information > Name
District Address	The district address associated with the Enrolled school.	District Information > Address
District Phone	The district phone number associated with the Enrolled school.	District Information > Phone
District SPED Address	The district special education address associated with the Enrolled school.	District Information > SPED Address
District SPED Phone	The district special ed phone number associated with the Enrolled school.	District Information > SPED Phone

Field Name	Description	Database and UI Location (when Refreshed is clicked)
Last Name	The student's last name.	Demographics > Last Name identity.lastName
First Name	The student's first name.	Demographics > First Name identity.firstName
Middle Name	The student's middle name.	Demographics > Middle Name identity.middleName
Suffix	The student's suffix.	Demographics > Suffix Name identity.suffix
Birthdate	The student's birthdate.	Demographics > Birth Date identity.birthDate
Student ID	The student's ID number.	Enrollment > Student Number identity.studentNumber
Address	The student's address.	Households > Address Info address.number; address.street; address.tag; address.prefix; address.dir; address.apt; address.city; address.state; address.zip
Case Manager Information
Name	The first and last name of the team member.	Student Information > Special Ed Team Members
Title	The role of the team member.	Student Information > Special Ed Team Members
Phone	The phone number of the team member.	Student Information > Special Ed Team Members

Field	Description
Print Sequence	The order in which the parent/guardian displays.
Name	The name of the parent/guardian.
Address	The address of the parent/guardian.
Home Phone	The parent/guardian's home phone.
Work Phone	The parent/guardian's work phone.
Cell Phone	The parent/guardian's cell phone.
Email	The parent/guardian's email.
Home Primary Language	The language the parent/guardian speaks at home.

Field	Description	Validation
Print in Plan	Indicates this record prints.	This field defaults to unmarked.
Meeting Invite	The day of the meeting invitation.	This field populates from the locked Meeting Invitation document. Any locked Meeting Invitation types display in this dropdown.
Meeting Date Read-only	The day of the meeting.	This field populates from the selected Meeting Invitation document.
Invitation Date Read-only	The day of the invitation.	This field populates with the last Meeting Date from the selected Meeting Invitation document.
Meeting Location Read-only	The location of the meeting.	This field populates with the Meeting Location from the selected Meeting Invitation document.
Meeting Time Read-only	The time of the meeting.	This field populates with the Meeting Time from the selected Meeting Invitation document.
Meeting Purpose Read-only	The purpose of the meeting.	This field populates with the Purpose(s) from the selected Meeting Invitation document.
Attendance
First Name	The first name of the team member.	This field populates from the Team Members on the selected Meeting Invitation.
Last Name	The last name of the team member.	This field populates from the Team Members on the selected Meeting Invitation.
Role Name	The role of the team member.	This field populates from the Team Members on the selected Meeting Invitation.

Field	Description	Validation
1. What are the student's strengths? Required	A description of the student's strengths.	N/A
What are the student's Employment Strengths? Required	A description of the student's employment strengths.	N/A
What are the student's Post-Secondary Education/Training Strengths? Required	A description of the student's secondary education/training strengths.	N/A
What are the student's Independent Living Strengths? Required	A description of the student's independent living strengths.	N/A
2. What are the educational concerns of the parent? Required	A description of the educational concerns of the parent.
What are the educational concerns of the student, if appropriate?	A description of the educational concerns of the student.	N/A
3. What data sources and age appropriate transition assessments (including district or statewide assessments) are being used to create this IEP? Required	A description of the data sources included in creating the IEP.	N/A
What data sources and age appropriate transition assessments are being used to create this IEP? The following columns display: Evaluation/Test Name Date Administered Select an existing record or click New to open the side panel. The following fields display:
Date Administered Required	The day the data source was administered.	N/A
Data Source Required	Options include: Survey/Questionnaires Profiles/Portfolios Vocational Assessment Student Success Plan Other	N/A
Specify Other *Required	The other Data Source.	*This field is available and required with Other is selected above. This field is limited to 200 characters.
Evaluation Test Name	The name of the test.	This field is limited to 200 characters.
4. How does the child's disability affect the child's involvement and progress in the general education curriculum? Required	A description of how the student's disability impacts their progress in the general education curriculum.	N/A
5. What are the child's other educational needs that result from the child's disability? Required	A description of the student's educational needs based on their disability.	N/A
6. Will the student participate with non-disabled students in extracurricular and non-academic areas? Required	Indicates the student will participate with non-disabled peers in extracurricular and non-academic areas. Options are Yes or No.	N/A
If yes, identify supports and services on the "Needs, Services and Annual Goals" page *Required	A description of the supports and services needed for the student to participate with non-disabled peers in extracurricular and non-academic areas.	*This field is available and required when Yes is selected from "Will the student participate with non-disabled students in extracurricular and non-academic areas?" This field is required in order to Complete the editor.
If no, explain why the student will not participate with non-disabled students in extracurricular and non-academic areas *Required	A description of why the student will not participate with non-disabled peers in extracurricular and non-academic areas.	*This field is available and required when No is selected from "Will the student participate with non-disabled students in extracurricular and non-academic areas?" This field is required in order to Complete the editor.
Braille?	Indicates the student requires Braille instruction.	N/A
If the IEP team has determined that Braille instruction is not appropriate at this time, provide a specific explanation of why such services are inappropriate *Required	A description as to why Braille instruction is not appropriate for the student.	*This field is required when No is selected for the Braille question.

Field	Description
Communication needs of the student	Options are Yes or No.
Braille instruction for students who are blind or visually impaired	Options are Yes or No.
Communication and language needs for students who are deaf/hard of hearing	Options are Yes or No.
Language needs for students with limited English proficiency	Options are Yes or No.
Positive behavior interventions, supports, and strategies for student whose behavior impedes learning	Options are Yes or No.
Need for assistive technology devices and services	Options are Yes or No.
Intervention supports and strategies for students who have difficulty accessing and/or using grade-level textbooks and other core materials in standard print formats	Options are Yes or No.
Evidence-based reading interventions, supports, and strategies for students with limited reading proficiency	Options are Yes or No.

Field	Description	Validation
Post School Employment Goal Required	A description of the student's post-school employment goal.	This field is limited to 8000 characters.
Post School Education/Training Goal Required	A description of the student's post-school education/training goal.	This field is limited to 8000 characters.
Post School Independent Living Goal	A description of the student's post-school independent living goal.	This field is limited to 8000 characters.
The student plans to exit school with	Options include: Diploma Diploma of Alternate Achievement Standards	N/A
Anticipated Date of Graduation Required	The student's anticipated graduation date.	N/A

Column Name	Description
Credits Earned Towards Graduation Lists the total credits the student has earned towards their graduation.
Padlock Icon	Indicates the person currently editing the record.
Grade	The student's grade.
School Year	The school year.
Course of Study	The anticipated and completed course for that school year.

Column Name	Description
Padlock Icon	Indicates the person currently editing the record.
Goal Area	The area addressed by the activity/service.
Activity or Service Needed to Reach Goal	The name of the activity or service.
Responsible Party	The agency or person responsible for administering the activity or service.
Start Date	The first day of the activity or service.
Completion Date	The last day of the activity or service.

Field	Description	Validation
Sequence Number Required	The order of the record.	This field automatically sequences for each new entry. Each sequence number must be unique.
Service Required	The service provided to the student. AUDESY: Audiology COESY: Counseling Services INSTMA: Instruction - Math INSTREA: Instruction - Reading INSESY: Instruction INTESY: Interpreting Services OTESY: Occupational Therapy OMESY: Orientation and Mobility Services PARCOESY: Parent Counseling and Training PTESY: Physical Therapy PSESY: Psychological Services RECESY: Recreation REHABESY: Rehabilitation Counseling Services SNESY: School Nurse Services SWESY: Social Work Services STESY: Speech/Language Pathology Services TRANSESY: Transportation	N/A
Service Type Required	The type of service. AUDESY: Audiology COESY: Counseling Services INSTMA: Instruction - Math INSTREA: Instruction - Reading INSESY: Instruction INTESY: Interpreting Services OTESY: Occupational Therapy OMESY: Orientation and Mobility Services PARCOESY: Parent Counseling and Training PTESY: Physical Therapy PSESY: Psychological Services RECESY: Recreation REHABESY: Rehabilitation Counseling Services SNESY: School Nurse Services SWESY: Social Work Services STESY: Speech/Language Pathology Services TRANSESY: Transportation	N/A
Grade	The student's grade.	N/A
Setting Required	The location of service. Options are: General Education Setting Special Education Setting	N/A
Describe	A description of how the service addresses the student's needs by adapting their instruction.	This field is limited to 8000 characters.
Duration and Frequency
Initiation Date Required	The first day of service.	This field populates with the Initiation Date from the Plan Header but can be modified as needed.
End Date Required	The last day of service.	This field populates with the End Date from the Plan Header but can be modified as needed.
Amount of time (in minutes) Required	The number of minutes the student receives the service.	N/A
Number times per Required	The number of times the student receives the service.	N/A
Frequency Required	The frequency of service. Options include: Class period per month Class periods per school day Class periods per school week Days per month Days per school week Sessions per month Sessions per school day Sessions per school week Times per marking period Times per month Times per school day Times per school week	N/A

Field	Description	Validation
Goal Area Required	The area addressed by the goal. Options include: Post School Employment Post School Education/Training Post School Independent Living	N/A
Goal Read-Only	The specific goal of the student.	This pulls in the goals entered on the Post-High School Goals editor. This field is truncated to the first 200 characters of the goal.
Activities/Services Needed to Reach Goal Required	The activity or service.	This field is limited to 8000 characters.
Responsible Party Required	The agency or person responsible for administering the activity or service.	This field is limited to 100 characters.
Start Date	The first day of the activity or service.	N/A
Completion Date	The last day of the activity or service.	N/A

Column Name	Description
Padlock Icon	Indicates the person currently editing the record.
Agency	The name of the agency.
Release of Information	Indicates there is an Interagency Release of Information Form on file with the school.

Field	Description	Validation
Date Discussed Required	The day the staff member discussed the form and process with the student prior to this meeting.	N/A
Staff member who initiated discussion Required	The staff member who discussed the form and process with the student prior to this meeting.	This field is limited to 100 characters.
I. Does the student have a court appointed legal guardian, or has the student designated someone through a Power of Attorney (POA) or Voluntary Grant of Authority (VGA) to act on their behalf in connection with rights under the Individuals with Disabilities Education Act ("IDEA"), Chapter 31 of Title 14 of the Delaware Code, and implementing Delaware Department of Education regulations? Required	Indicates the student has a legal guardian or designated person to act on their behalf. Options are Yes or No.	When Yes is selected, the rest of this editor becomes unavailable except the Name of Guardian/POA Agent/ VGA Agent field.
Name of Guardian/POA Agent/VGTA Agent *Required	The name of the student's legal guardian, power-of-attorney, or voluntary grant of authority agent.	This field is available and required when Yes is selected for question I.
II. Is the student able to provide informed consent in connection to the student's educational decision-making, meaning all four of the following necessary conditions are present Required	Indicates the student can provide informed consent on their own behalf. Options are Yes or No.	N/A
Is the student generally able to understand the basic components of the student's IEP? Required	Options are Yes or No.	N/A
The student can use the information provided to make a decision.	Options are Yes or No.	N/A
The student understands that the student can say yes or no	Options are Yes or No.	N/A
Is the student able to provide informed consent?	Options are Yes or No.	N/A
III. Briefly describe the team's discussion of the determination. Include the data sources (e.g., student and staff interviews, classroom observations, district and statewide assessments, etc.) being reviewed to assist the discussion Required	A description of the team's discussion.	This field is limited to 8000 characters.
IV. If the student is presently able to provide informed consent, is there a parent or other individual(s) who have knowledge or special expertise, who the student would like to invite to future IEP meetings? Required	Indicates the student has someone they would like to invite to future IEP meetings. Options are Yes or No.
Specify name of individual *Required	The name of the person to invite to future IEP meetings.	*This field is available and required when Yes is selected for question IV. This field is limited to 100 characters.
V. If the student is not able to provide informed consent, is there a willing and available parent, or other adult relative, who can serve as Educational Representative, to represent the educational interests of the student throughout the student's eligibility under the Individuals with Disabilities Education Act	Indicates the student has a parent or adult relative who can serve as their Educational Representative. Options include: Yes No, the district, charter or public agency will notify the Department of Education of student need for an Educational Representative. The Department of Education will appoint an individual through the Educational Surrogate Parent program.	Only one option can be selected.
Specify name of individual	The name of the student's parent or other adult relative serving as their Educational Representative.	*This field is available and required when Yes is selected for question V. This field is limited to 100 characters.
Date of Certification Required	The day the parent/guardian/surrogate agrees to act on the student's behalf.	The name of the parent/guardian/surrogate pulls in from the Parent/Guardian Information editor as read-only in the information text above the date field.

Column Name	Description
Padlock Icon	Indicates the person editing the record.
Sequence	The order of the record.
Area of Unique Need	The area where the student requires special education services, supplementary aids and supports, and program modification or supports.
Statement of Unique Need	The type of special education service, supplementary aids and support, and program modification or support.

Field	Description	Validation
Are there special transportation needs? Required	Indicates the student requires additional transport services. Options are Yes or No.	N/A
If yes, specify *Required	A description of the transportation service needs of the student.	*This field is available and required when Yes is selected for the Are there special transportation needs? question.
Is it necessary to place this student, who is transported from the school bus into the charge of a parent or other authorized responsible person?	Indicates the student must be placed in the care of a guardian or responsible person after transport. Options are Yes or No.	N/A

Field	Description	Validation
School Year	The school year in which the assessment is taken.	N/A
Student is not in a grade that is assessed	Indicates the student is not in the grade assessed.	Only one of the four checkboxes can be selected.
Student will participate in general assessments without accommodations	Indicates the student will take the assessment without accommodations.	Only one of the four checkboxes can be selected.
Student will participate in general assessments with accommodations as documented on the attached Student Accommodation Form	Indicates the student requires accommodations to participate in the assessment.	Only one of the four checkboxes can be selected.
Student will participate in alternate assessments, The Decision-Making Tool and Student Accommodation Form are attached	Indicates the student requires an alternate assessment.	Only one of the four checkboxes can be selected.
Multilingual Learner
As an identified multilingual learner, student will participate in the annual English learner proficiency assessment with accommodations	Indicates the student will participate in the annual English proficiency assessment with accommodations.	N/A
As an identified multilingual learner, student will participate in the annual English learner proficiency assessment without accommodations	Indicates the student will participate in the annual English proficiency assessment without accommodations.	N/A
As an identified multilingual learner, student will participate in the annual alternate English learner proficiency assessment	Indicates the student will participate in the annual alternate English proficiency assessment.	N/A

Field	Description	Validation
The student will adhere to School Code of Conduct	Options include: Interventions and supports are described under services/supports and/or in goals Behavior intervention and support plan (see attached) Other	Mark all that apply.
Specify Other Required	A description of what other supports the student may need to follow the school code of conduct.	*This field is available and required when Other is selected above. This field is limited to 8000 characters.

Field	Description	Validation
Age 7 or above	Indicates the student is age 7 or older. Options are: Student IS age 7 or above Student IS NOT 7 or above	N/A
Is student demonstrating phonological awareness?	Indicates the student is demonstrating phonological awareness. Options are: Student IS demonstrating phonological awareness and ability to use letter sound knowledge and decode unknown words Student IS NOT demonstrating phonological awareness and ability to use letter sound knowledge and decode unknown words	N/A
Reading-Based ESY Eligibility Determination	Indicates the student's reading-based extended school year eligibility determination. Options are: Eligible Eligible, but declined by parent Eligible, but declined by IEP team Not eligible	N/A
If the student is eligible, but Reading Based ESY Services were declined by the IEP team, provide a specific explanation of why such services are inappropriate *Required	A description of why these services are inappropriate for this student.	*This field is available and required when "Eligible, but declined by IEP team" is selected above. This field is limited to 8000 characters.
Specify Goals	The specific reading goals for the student.	*This field is available and required when Eligible is selected above. This field is limited to 8000 characters.

Field	Description	Validation
Is ESY needed? Required	Indicates ESY is needed. Options include: Yes No ESY offered, but declined by parent	N/A
Rationale for Decision Required	A description of the decision rationale.	This field is limited to 8000 characters.
If yes, describe ESY goal(s) *Required	A description of the ESY goals.	*This field is available and required when Yes is selected from the "Is ESY needed" dropdown. This field is limited to 8000 characters.
Specify Goals Read-only	A read-only view of the ESY Goal.	N/A

Field	Description
Padlock Icon	Indicates the person editing the record.
Least Restrictive Environment/Placement	The student's placement.
Initiation Date	The first day of the placement.
End Date	The last day of the placement.

Secondary Individual Education Plan (Delaware)

Editor Home

General Information

Editor Types

Editor Lock Out and Release Logic

Text Editors

Editors

Plan Header

Enrollment Information

Student Information

Parent/Guardian Information

Meeting Participants

Data Considerations

Other Factors to Consider

Post-High School Goals

Course of Study

Course of Study List Screen

Course of Study Detail Screen

Activities and Services to Reach Goal

Activities and Services to Reach Goal

Activities and Services to Reach Goal

Interagency Supports

Interagency Supports List Screen

Interagency Supports Detail Screen

Educational Representative After Attainment Age 18

Team, Parent and Student Certification

Unique Needs/Present Levels/Annual Goals and Benchmarks

Unique Needs/Present Levels/Annual Goals and Benchmarks List Screen

Unique Needs/Present Levels/Annual Goals and Benchmarks Detail Screen

Specially Designed Instruction

Specially Designed Instruction List Screen

Specially Designed Instruction Detail Screen

Supplementary Aids and Services

Supplementary Aids and Services List Screen

Supplementary Aids and Services Detail Screen

Transportation

Participation in Statewide Assessments

Participation in Statewide Assessments List Screen

Participation in Statewide Assessments Detail Screen

Discipline

Participation in Twelve Month Program

Consideration of Reading-Based Extended School Year Services

Reading-Based ESY Services

Reading-Based ESY Services List Screen

Reading-Based ESY Services Detail Screen

ESY

ESY Services

ESY Services List Screen

ESY Services Detail Screen

Least Restrictive Environment/Placement

Least Restrictive Environment/Placement List Screen

Least Restrictive Environment/Placement Detail Screen

Signatures

Medicaid

Prior Written Notice

Prior Written Notice List Screen

Prior Written Notice Detail Screen

Related Articles

Field	Description	Validation
Use the options below to determine the appropriate setting Required	The student's setting. Click the expand link to view the values available. Click here to expand... Options include: A. Regular Setting includes pull-out related services and team classrooms. Student served inside the regular classroom greater than or equal to 80% of the day B. Services Provided Both in Separate Education Classes and Regular Setting Student served inside the regular classroom greater than or equal to 40% of the day and no more than 79% of the day C. Separate Special Education in an Integrated Setting Student served inside the regular classroom less than 40% of the day D. Separate School Student served in public or private separate day school facility for greater than 50% of the school day or a residential facility of student does not live at the facility E. Residential Facility where student resides during the school week F. Homebound or Hospital G. Correctional Facilities (only used by DSCYF and Prison Education) Students placed in a short-term detention or correctional facilities	Only one option can be selected.
An explanation must be provided about the extent, if any, to which the child will not participate with non-disabled children in the regular class Required	A description of how the student will not participate with non-disabled peers in the regular classroom.	This field is limited to 8000 characters.
Building Required	The location of the placement.	This field is limited to 150 characters.
Initiation Date Required	The first day of the placement.	N/A
End Date Required	The last day of the placement.	N/A

Field	Description	Validation
I acknowledge that I have received a copy of the Procedural Safeguards. My due process rights under these Procedural Safeguards have been explained to me	Indicates the parent has received the Procedural Safeguards document. Options are Yes or No.	N/A
I agree with the program described in this document	Indicates the parent agrees with the proposed program for their student. Options are Yes or No.	N/A
I agree with the placement decision as noted above and discussed at this meeting	Indicates the parent agrees with the proposed placement for their student. Options are Yes or No.	N/A
At least one year before the age of majority (18), the student has been informed that rights will transfer to him/her unless a legal guardian has been appointed	Indicates the student has been informed that their rights will transfer to them unless a legal guardian is appointed. Options are Yes or Not Applicable.	N/A
If Parent Does Not Attend
Name	The name of the case manager.	This field populates with the Case Manager name from the Team Members tool.
Position	The role of the case manager	This field populates with the Case Manager role from the Team Members tool.
Method of Contact	The form of communicating with the parent. Options include: In Person Via Email Via Mail Via Phone Other	N/A
Specify Other *Required	The other form of communication.	*This field is available and required when Other is selected as the Method of Contact.

Column Name	Description
Padlock Icon	Indicates the person editing the record.
Date Notice Provided	The date of the notice.
Description of why the School District is Proposing or Refusing to Take the Action	Displays the first 100 characters of the description from the detail screen.

Field	Description	Validation
Print Student PWN	Indicates the Prior Written Notice prints.	N/A
1. Description of the Action the School District Proposes or Refuses to Take Required	A description of the proposed action.	This field is limited to 8000 characters.
2. Explanation of Why the School District is Proposing or Refusing to Take the Action Required	An explanation of why the school is proposing or refusing to take action.	This field is limited to 8000 characters.
3. Description of Each Evaluation Procedure, Assessment, Record, or Report the School District Used in Deciding to Propose or Refuse the Action Required	A description of the evidence used to decide to propose or refuse action.	This field is limited to 8000 characters.
4. Description of Any Other Choices the IEP Team Considered and the Reasons Why Those Choices Were Rejected Required	A description of the choices considered and rejected by the IEP team.	This field is limited to 8000 characters.
5. Description of Other Reasons Why the School District Proposed or Refused the Action Required	Any other reasons why the school proposed or refused action.	This field is limited to 8000 characters.
This Notice is provided to you on Required	The date on which the notice was provided.	N/A
I waive the waiting period of 10 school days before implementation of the proposed action described in section 1 and agree that the proposed action described in section 1 can be implemented as soon as possible.	Indicates the person waives the waiting period before the implementation of the proposed action.	N/A