Maryland Statewide Individualized Education Program (IEP) Process Guide July 2014  

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Career and Technology Educational Services

Service Nature

Career and Technology Education Program w/Support Services

A program which may include, but not be limited to, such vocational support services as vocational assessment and evaluation, guidance, counseling and career development activities, adaptation of curriculum, individualized instruction and special services which enable disadvantaged and students with disabilities to succeed in their general vocational programs. A vocational support team usually provides these services.

 

Vocational Evaluation

An individualized and comprehensive systematic process which evaluates a student’s interests, aptitudes, achievements and work attitudes to identify possible areas for vocational placement. This evaluation process, which occurs in a specially designed unit or lab, simulates a work environment in identifying a student’s vocational strengths, needs and potentials. This may be an interagency service (i.e., DORS evaluation).

 

Special Education Program w/Pre-Vocational Objectives

A series of direct instructions or activities that are driven by goals and objectives on an individual student’s IEP related to pre-vocational skills (e.g., career identification, learning styles, work conditions and job awareness activities). The instructions and activities can take place within school, community or vocational settings. All of the instruction and activities are delivered, monitored and supervised by special education personnel. Any activity done outside the school must adhere to the Department of Labor regulations regarding a training site.
 

Location

Indicate the location of service as either:

  • General Education
  • Outside General Education*

*NOTE: Each time the IEP team identifies a service as requiring the provision of services outside of a general education setting, the IEP team is required to explain WHY that service CANNOT be provided in general education with the use of supplementary aids, service, program modifications, and supports.

Service Description

Number of Sessions
Indicate the number of times within a week the student will receive the service. This is optional for classroom instruction. For all other services, this is a required field. If the student requires a specific number of sessions not listed, select other. The option of “Other” includes a text filed to specify the number of sessions.

 

Length of Time

Describe how often the service is to occur in terms of:

• Hours
• Minutes

 

Frequency

Describes how often the service is to occur in terms of:

  • Daily
  • Weekly
  • Monthly
  • Yearly
  • Only Once
  • Quarterly
  • Semi-annually

The frequency and duration indicated as appropriate within the IEP must be tailored to address the unique needs that affect the student’s ability to make progress in the general curriculum. Factors such as “administrative convenience" or specific staffing issues are not acceptable reasons for utilizing frequencies such as 20 times yearly or 20 times only. A more accurate description of the frequency of a service should be utilized to provide families and service providers a clear understanding of the frequency of service.

 

See Appendix H Technical Assistance Bulletin 21 Documentation of Delivery of Related Services for guidance relative to frequency and duration.
 

Begin Date

The month, day and year this service will begin. This date must be equal to or after the IEP team meeting date.
 

End Date

The month, day, and year the service ends.

Duration

Indicate the total number of weeks of service.
 

The frequency and duration indicated as appropriate within the IEP must be tailored to address the unique needs that affect the student’s ability to make progress in the general curriculum. Factors such as “administrative convenience" or specific staffing issues are not acceptable reasons for utilizing frequencies such as 20 times yearly or 20 times only. A more accurate description of the frequency of a service should be utilized to provide families and service providers a clear understanding of the frequency of service.

See Appendix H Technical Assistance Bulletin 21 Documentation of Delivery of Related Services for guidance relative to frequency and duration.

Providers

Primary

Indicate the provider/agency with the primary responsibility for the delivery, documentation and accountability for the provision of the service to the student with a disability.

 

Other

If more than one provider/agency is responsible for the provision of the service, identify the other provider/agency responsible for delivery, documentation, and accountability for the provision of the service to the student with a disability.
 

Summary of Service

The total time of each service calculated in terms of total number of hours and minutes described in terms of:

  • Weekly
  • Monthly; or
  • Yearly, and
  • Hours and Minutes
     

ESY Service Nature

Describe the special education service(s) the student is to receive, as appropriate. Complete all available fields as stated previously for service description.
 

Discussion of Service(s) Delivery

Available text field to describe the IEP team’s discussion relative to the nature of service delivery for each or any of the services to ensure service providers and parent understand the unique nature of the service(s).