X hits on this document





90 / 359

2.the previous public agency in which the student was enrolled shall take reasonable steps to promptly respond to the request from the new public agency.

AUTHORITY NOTE:Promulgated in accordance with R.S.17:1941 et seq.

HISTORICAL NOTE:Promulgated by the Board of Elementary and Secondary Education, LR 34:2063 (October 2008).

Subchapter E.Development of IEP

§324.Development, Review, and Revision of IEP

A.Development of IEP

1.General. In developing each student's IEP, the IEP Team shall consider:
a.the student's strengths;
b.the concerns of the parents for enhancing the education of their child;
c.the results of the initial evaluation or most recent evaluation of the student; and
d.the academic, developmental, and functional needs of the student.
2.Consideration of Special Factors. The IEP Team shall:
a.in the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior;
b.in the case of a student with limited English proficiency, consider the language needs of the student as those needs relate to the student's IEP;
c.in the case of 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.consider 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 full range of needs, including opportunities for direct instruction in the student’s language and communication mode; and
e.consider whether the student requires assistive technology devices and services based on assessment/evaluation results; and
f.consider health needs of students with disabilities to be met during the school day based on a health assessment.
3.Requirement with Respect to Regular Education Teacher. A regular education teacher of a student with a disability, as a member of the IEP Team, shall, to the extent appropriate, participate in the development of the IEP of the student, including the determination of:
a.appropriate positive behavioral interventions and supports and other strategies for the student; and
b.supplementary aids and services, program modifications, and support for school personnel consistent with §320.A.4.
a.In making changes to a student's IEP after the annual IEP Team meeting for a school year, the parent of a student with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the student's current IEP.
b.If changes are made to the student's IEP in accordance with Paragraph A.4.a of this Section, the public agency shall ensure that the student's IEP Team is informed of those changes.
5.Consolidation of IEP Team Meetings. To the extent possible, the public agency shall encourage the consolidation of reevaluation meetings for the student and other IEP Team meetings for the student.
6.Amendments. Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or as provided in Paragraph A.4 of this Section, by amending the IEP rather than by redrafting the entire IEP. A parent shall be provided with a revised copy of the IEP with the amendments incorporated.

B.Review and Revision of IEPs.

1.Each public agency shall ensure that, subject to Paragraphs B.2 and B.3 of this Section, the IEP Team:
a.reviews the student's IEP periodically, but not less than annually, to determine whether the annual goals for the student are being achieved; and
b.revises the IEP, as appropriate, to address:
i.any lack of expected progress toward the annual goals described in §320.A.2, and in the general education curriculum, if appropriate;
ii.the results of any reevaluation conducted under §304;
iii.information about the student provided to, or by, the parents, as described under §306.A.2;
iv.the student's anticipated needs; or
v.other matters.
2.Consideration of Special Factors. In conducting a review of the student's IEP, the IEP Team shall consider the special factors described in Paragraph A.2 of this Section.
3.Requirement with Respect to Regular Education Teacher. A regular education teacher of the student, as a member of the IEP Team, shall, consistent with Paragraph A.3 of this Section, participate in the review and revision of the IEP of the student.

C.Failure to Meet Transition Objectives

1.Participating Agency Failure. If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with §320.B, the public agency shall reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the student set out in the IEP.
2.Construction. Nothing in these regulations relieves any participating agency, including Louisiana Rehabilitation Services, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency.

Louisiana Register   Vol. 34, No. 10   October 20, 2008

Document info
Document views738
Page views741
Page last viewedThu Oct 27 17:10:15 UTC 2016