Intake Process and Guidance
Intake Process and Guidance
Intake Guidance
When a placement in the program is opened for a new referral, Centralized Intake and the Site Administrators are often in communication regarding student needs. Often there is ongoing communication between ISD 917 and the member district. When the student to be placed is determined, ISD 917 site administrators reach out with dates for an intake and a request for SpEd Forms access. These dates are chosen to provide ample time for the new IEP manager to make the necessary IEP amendments, and prepare for the meeting. Below you will find step-by-step guidance to prepare for and complete the intake.
Step 1: Confirmation of Student Placement
Upon notification from your site administrator about an upcoming intake you will receive the following:
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The digital referral file - this is from Centralized Intake and will include the most recent IEP, Evaluation, Teacher interview, and observation notes.
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SpEd Forms access - You will need this to make the necessary IEP amendments and complete the Prior Written Notice - you will also want to review the student's history for other documents and potentially review the communication logs
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Once these are received, and the intake date is confirmed (a calendar invite will be sent by your administrator) you will complete a Notice of a Team Meeting and attach it to the calendar invite.
Step 2: Amending the IEP
Upon receiving the SpEd Forms file ensure that all necessary district staff are included on the intake invite, complete your NOTM, and proceed to the next steps:
Connect directly with related service and itinerant providers regarding their services, goals, etc.
The program BCBA should be made aware of the incoming document and make the necessary adjustments to the PBSP
Below are the amendments to be made to each page
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Update IEP team, school information, progress reporting if needed, etc.
Use this statement for progress reports: Progress will be reported via 3 written reports and the annual IEP for a total of 4x/year.
Check the box in the Student Information section that says Amendment. You will make the amendment date the same as the date of the intake meeting.
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Make changes to IEP goals/objectives if discussed
Before the intake, you may need to adjust the goals based on how it was written in the previous district.
The following items may be referenced in an IEP that could lead to change
References to specific curriculums
Measurements that cannot be implemented (can be curriculum-based or incompatible with our data tracking if it was written in a district-specific format or system
Characteristics that do not match the setting (ex. when in general education... will)
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Make changes to transition services to reflect ISD 917 Special Education and ISD 917 Related Services if appropriate. Add a line (don’t delete old) for the course of study. Update grad year.
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Service Minutes - Update service minutes (for amendment—DON’T DELETE CURRENT SERVICES- remember to put an end date for the current services listed.
Example: A student with ISD 001 received ASD services that started on 10/31/22 and will end on 09/04/2023, the day before enrollment in ISD 917 services begins. Add a new service for ISD 917 with a start date of 09/05/2023*, with these services ending on 10/30/23.
*match the start date for your site.
Shorten the duration of services to reflect the length of time they are in place: Example 917 services start 09/05/2023 - annual IEP is 10/31/23 - Services end 10/31/23
Student Assistant
Transportation - Update transportation statement to reflect ______ placement at (site)
Least Restrictive Environment - Update the Least Restrictive Environment statement to reflect Program placement. (Add sample statement below, don’t delete the original statement if it’s an amendment).
Sample LRE Statement: [Student] continues to qualify for special education services. Due to [Student]'s [disability] and [functional skill deficits, or any other deficits related to the disability], she/he demonstrates needs in the areas of special education focusing on _______ specialized instruction in these areas. [Student] attends the (program) program at (site) for all special education services. During this time, [Student] is working on increasing [his/her] skills development in the three areas of _____. [Student] is not with students in the general education setting for any of their instruction. All classes throughout the day are with students with disabilities.
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Update accommodations, modifications, and supports as discussed in the meeting.
Add multidisciplinary/code of conduct/bullying statements to the accommodations section.
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Indicate which state testing the student will participate in.
Change the district assessment to Fastbridge and include any accommodations necessary.
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Coming Soon
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Write Transportation Plan/Addendum (if needed)
The Prior Written Notice
Below are templates for entry into the individual boxes of the PWN
They do not encompass all factors that may be discussed at the intake - you should adjust the PWN as necessary, either at the meeting or afterward, before parent review and signature
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The district is proposing to amend CHLD ‘s current IEP dated __/__/____ concerning federal setting placement and service minutes. The district is not proposing any other changes at this time.
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Following the IEP team discussion and intake on __/__/__, the district is proposing the following amended IEP for CHLD:
*The district is proposing to adopt present levels of academic achievement and functional performance as well as the goals and objectives from CHLD ’s previous IEP from ISD ___ written on __/__/__.
*The district is proposing to change his/her placement for service from a federal setting ___ at ISD ___ to an ISD 917 setting __ program at_____________________. The team determined at the intake placement meeting a setting IV placement is the least restrictive environment at this time due to CHLD ’s behavior and progress in the previous setting.
*At _______________, the district is proposing CHLD receive the following services:
_______ per day, 5x/week
etc.
* The district is proposing to continue with his/her accommodations and modifications listed from the __/__/__ IEP as well as testing needs and proposes to add updated language to reflect ISD 917’s practices.
* The district is proposing CHLD work on the following goal areas while at __________________.
* The team discussed CHLD ’s need for Assistive Technology (AT) and determined CHLD does not have a current need for AT and can independently accomplish tasks in all instructional areas using standard classroom tools
*The district is proposing a behavior plan (Positive Behavior Support Plan-PBSP) for CHLD to address his needs from his FBA (Functional Behavior Assessment) from his most recent educational evaluation dated __/__/__.
*The district is proposing a transportation plan for CHLD. The district determined CHLD requires special transportation to and from school which will be provided by the home district. The team determined CHLD has no additional needs concerning transportation (aide, harness, hand-to-hand transfer, etc.…). Please see attached.
*The district is proposing a crisis plan in the adaptations and accommodations section of the IEP for CHLD until a Functional Behavioral Assessment (FBA) is completed as part of his/her educational re-evaluation behavior plan. Upon completion of the FBA, a Positive Behavior Support Plan (PBSP) will be written for CHLD to address behaviors of concern.
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CHLD has been identified with ***, and has needs in the following areas:
He/She requires direct instruction in these areas to make sufficient academic progress. The district determined that the services reflected in the proposed IEP (attached) are appropriate for CHLD, with continued goals and objectives in:
*Describe why the changes were made
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The district considered the results of CHLD ’s most recent evaluation report (dated __/__/__) and IEP (__/__/__) to determine the areas of need and appropriate services. The district also considered CHLD ’s progress reports and current performance data, home district input, parent input, and service provider input.
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The district considered a less restrictive alternative but rejected that option due to CHLD demonstrating a need for close case management, low student-to-staff ratio, and high behavior support and determined a federal setting ___ will best meet her/his current needs.
And/or
The district considered creating new goals to be worked on but rejected that option at the time of the placement meeting due to CHLD beginning to attend a setting ___ program which provides a significant increase in the availability of staff support and feedback than their previous setting.
The district considered creating new goals to be worked on but rejected that option due to being in a new school and not having sufficient records of progress and present levels to arbitrarily change CHLD 's goals and objectives.
The team determined that she/he will continue to work on previous goals, and if needed the team will meet to discuss creating new IEP goals if he/she shows changes in areas of needs, therefore rejecting the option of new goals.
* The team discussed ESY qualification but determined there is not enough data at this time to support qualifying for services over the summer and will discuss this at a later date.
The team discussed that since CHLD has not had the option of demonstrating areas of growth or need, the current goals continue to be appropriate.
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The district determined there are no other factors to be considered at this time.
Or
The district will be assessing all students in grades K-12 using the Formative Assessment System for Teachers (FAST) Adaptive Reading (aReading) assessment. The FAST aReading assessment is a computer-adaptive measure of broad reading ability that is individualized for each student. aReading will provide an estimate of the student's broad reading achievement.
Step 4: Preparing for the Meeting
Resources - I have included below documents you will need to print out and bring to the Intake meeting. Colloquially referred to as the "Intake Packet" - these documents are typically completed at the end of the meeting.
You'll also want to keep in touch with your administrator or administrative assistant to make sure the OLR is completed before the meeting. If it is not completed the day before the meeting your administrator may reschedule the meeting, or you may need to have the written forms completed
The OLR is highly encouraged, if we can walk parents through it at the end of the intake it is preferred to the paper documents - these options are only for instances where barriers to the OLR exist (access to internet/tech, language, etc.) and must be a conversation with your administrator PRIOR to the meeting.
These items require a parents signature
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Restrictive Procedure Plan 2025
Step 5: The Meeting
Below you will find a sample agenda
While you will come into the meeting with a draft of an IEP and PWN - the IEP team will may make changes throughout the meeting that will require additional time to amend.
When completing your first intake it would be best to connect with your site admin/lead prior to the meeting to review any information you need, address who will speak about which agenda item, etc.
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Template Intake agenda
This Agenda can be copied and modified for your intake meeting
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Intake Agenda/Checklist
This is a note sheet/Checklist for staff use only
You can use this, or provide it to another staff member attending the meeting to take notes and generally outline the intake agenda
Step 6: After the Meeting
After the meeting is complete, the transportation is set, and the PWN is signed the IEP manager completes the course registration form and turns it in to the administrative assistant responsible for enrollment along with any other forms (ROI, transportation plan, signed notice of restrictive procedures, etc.) completed at the Intake meeting.
Signed PWNs should be uploaded to SpEd Forms