La. Admin. Code tit. 28 § LVII-709

Current through Register Vol. 50, No. 9, September 20, 2024

Section LVII-709 - Selection of Goal(S) and Objective(S) for Students Eligible by Critical Point of Instruction Criterion

A. For students who qualify according to the critical point of instruction criterion, the ESY-IEP team must examine the specific component area in order to determine which objective(s) to identify. They should follow the process specified under each component.

B. Critical Point One: Least Restrictive Environment

1. During the screening process, the teacher/instructional personnel identifies the skill(s) the student must have to prevent an increase in special education instruction time/loss of time in general education for the student.

a. If the teacher/instructional personnel determines that the skill(s) needed to prevent the student's increase in special education instruction time/decrease in general education time is included in the objectives on the regular school year IEP, the IEP team identifies those objectives for ESYP instruction.

b. There may be instances in which the teacher/instructional personnel reviews the regular school year IEP and determines that the skill(s) needed to prevent the student's increase in special education instruction time/decrease in general education time is/or not on the IEP. It is only in these instances that the ESY-IEP team may write a new goal(s) and objective(s) related to the skills necessary to prevent a loss in general education time or increase in special education service time. The goal(s) and objective(s) are for the duration of the ESY program only.

C. Critical Point Two: Critical Self-Help, Community Access, Social/Behavioral Skills

1. During the screening process, the teacher/instructional personnel identified the critical self-help skill(s), critical community-access skill(s), and/or critical social/behavior skill(s) that needed to be mastered or maintained during the ESYP.

a. The ESY-IEP team identifies the critical skill(s) in need of acquisition or maintenance from the regular school year IEP.

b. There may be instances in which the ESY-IEP team determines there is another skill(s) the student needs to master or to maintain in order for him/her to master the critical skill(s) identified for the ESYP instruction. It is only in these instances that the ESY-IEP team may write a new goal(s) and objective(s) to address this skill. The goal(s) and objective(s) are for the duration of the ESY program only.

2. Examples

a. A student is addressing training in use of the public transportation system. However, being exhibited are challenging behaviors that are not addressed on the regular school year IEP. The team writes a new goal and objective(s) to be completed during the ESYP, specific to the challenging behavior(s) exhibited on the city bus system.

b. A student is maintaining a grocery shopping skill during the ESYP. The ESY-IEP team determines that the student should take the city bus from home to the shopping site. City bus transportation skills are not addressed on the regular school year IEP. The ESY-IEP team writes a new goal and objective(s) to address use of the city bus to go from home to the shopping site.

c. In these instances, the ESY-IEP team should carefully consider inclusion of a similar goal(s) and objective(s) on the regular school year IEP.

La. Admin. Code tit. 28, § LVII-709

Promulgated by the Board of Elementary and Secondary Education, LR 30:2012 (September 2004).

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