This information in Spanish
This short article addresses the component of the IEP we’ll call “service delivery.” The language at §300.320(a)(7) states the IEP must include:
- (7) The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section, and the anticipated frequency, location, and duration of those services and modifications.
This is where the details are specified about the services that a child with a disability will receive—the when, where, how often, how long of service delivery. The service delivery statement in the IEP should include:
- how often the child will receive the service(s) (number of times per day or week);
- how long each “session” will last (number of minutes)
- where services will be provided (in the general education classroom or another setting such as a special education resource room); and
- when services will begin and end (starting and ending dates).
The model IEP form developed by the Office of Special Education Programs (OSEP) at the U.S. Department of Education (2006) suggests the format shown below as a means of recording this information.
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Service, Aid or Modification |
Frequency |
Location |
Beginning Date |
Duration |
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Considering Extended School Year (ESY) Services
The IEP team should also consider whether or not a child needs to receive services beyond the typical school year. This is called Extended School Year or ESY services. Some children receiving special education services may be eligible for ESY services. States and LEAs typically have guidelines for determining eligibility for ESY, but whether or not a child needs ESY in order to receive a free appropriate public educaiton (FAPE) is a decision that is made by the IEP team.
Want to know more about ESY? Here is an online resource to get you started:
References
U.S. Department of Education, Office of Special Education Programs. (2006). Model IEP form. Washington, DC: Author. (Available online at: http://idea.ed.gov/static/modelForms