For school-age students receiving Part B special education services, service delivery is based on the needs of each individual student and is determined after the evaluation, PLAAFP, and goals and objectives are established.
Part C services to families of infants and toddlers are not written as consult services. Because the early intervention service delivery model includes working with parents/caretakers as well as the child with a disability, all services are considered direct.
Students in an RDSPD must be served a minimum of 45 minutes per week by an RDSPD teacher. All students who receive instructional services through the RDSPD for the minimum time indicated should be reported on the PEIMS 163 (Student Data - Special Education) and 405 (Special Education Attendance Data - Student) records using C067 (Reg-Day-Sch-Prog-Deaf) code 3.
2014-15 Student Attendance Accounting Handbook p. 135
It is important to remember that funding does not drive service delivery! Students who are seen 45 minutes or more weekly are eligible for RDSPD services and thus are counted towards RDSPD funding. Students can still receive services from teacher of the deaf less than 45 minutes per week, if the ARD committee determines that is the appropriate amount of service.
Schedule of services must be determined by the individual needs of each student. Once the evaluation has been done, the PLAAFPs documented, and the goals and objectives determined, then the ARD committee can discuss what services must be in place for the student to master the goals and objectives. The time necessary to deliver the appropriate service for the student to master the goals and objectives is then decided.
Please remember that evaluation comes first, then the PLAAFPs, then the goals and objectives, and then the services, not the other way around.
The ARD committee needs to examine a student’s PLAAFP and determine, based on the PLAAFP, in which area(s) the student needs measurable annual goals, and, thus, needs specially designed instruction to address those goals.
The PLAAFP is a statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects the child’s involvement and progress in the general education curriculum. PLAAFPs then drive the creation of goals. A goal should be based on an area of need that is keeping the student from accessing and/or progressing in the general curriculum. The ARD committee will determine what specially designed instruction the student needs in order to meet his/her goals.
The ARD committee may determine that consult services rather than direct services are needed to help the student meet her/her goals. Those consult services are provided to consult on how the student will master the goals and objectives. All students who receive special education services are required by IDEA to have measurable annual goal(s). In this situation, the ARD committee must develop annual goals:
(a) from an area of need addressed in the student’s PLAAFP that affects the student’s ability to make progress and/or access the general education curriculum; and
(b) to clearly define specially designed instruction that the student will receive.
Consult students who are AI only and do not receive any other special education services must have a(n) IEP goal(s). This may include academic goals, which focus on the student learning/progressing in the general curriculum and/or functional goals, which focus on the student accessing the general curriculum.
Consult students who have other special education services may have IEP goals that are DHH specific, or the Teacher of the Deaf may be consulting on goals and objectives written by other disciplines. There does not need to be a separate goal for the DHH teacher.
Please see the Individualized Education Program (IEP) Annual Goal Development Question and Answer Document for more detailed information. http://esc20.net/users/0045/docs/AGC/iepQA61914.pdf
Texas Project First gives a great explanation of PLAAFPs and how they are used to drive the IEP: http://www.texasprojectfirst.org/PLAAFP!.html
The IEP contains a schedule of services page. This page documents the frequency, the duration, and the location of each service.
The end product of an ARD meeting should be documentation that presents a precise picture of the plan to meet the student's needs. Any new members of the ARD team should be able to pick up the IEP and understand exactly how they are supposed to serve the student.