Service Plan - Provisions Section
The Provisions Section of an Individualized Education Program (IEP) document outlines the specific services, supports, and accommodations that will be provided to a student with a disability to help them succeed in school. This section is critical because it ensures that the goals and needs identified in the IEP are met through actionable, legally binding support.
Here’s what is typically included in the Provisions Section:
Special Education Services
Customized instruction based on student needs
Includes frequency, duration, and location
Related Services
Support services needed for educational benefits
Examples: speech therapy, transportation, counseling
Supplementary Aids and Services
Tools or strategies for access in the general education setting
Examples: assistive tech, visual aids, modified seating
Accommodations
Changes in how the student learns or shows learning
Examples: extended test time, verbal instructions
Modifications
Changes in what the student is expected to learn
Examples: simplified assignments, altered grading
Behavior Intervention Plans (if applicable)
Behavior support strategies based on assessment
Aims to improve focus and reduce disruptions
Service Delivery Details
Specifies:
Who provides the service
How often it's provided
Where it takes place (e.g., classroom, resource room)
Key components
The following table outlines the details of all the fields required to build the Provision Profile.
Student Information
The following table outlines the details of all the fields required to build a Student Profile.
Field Name | Description | Data Flow | Source |
|---|---|---|---|
Student | Name of the student for whom the meeting has been called. | In | Auto-populated based on the student records. |
STN | Student Test Number | In | Auto-populated based on the student records. |
IEP Date | The date when the IEP meeting has been scheduled | In | Auto populated from the IEP Document records. |
Services and Other Provisions
Special Education Services
You must provide the following details for each Special Education Services record.
Field Name | Description | Data Flow | Source |
|---|---|---|---|
Description | Select the type of ‘Special Education Service’ delivered or given to the student. Note: If you choose ‘None', the rest of the fields are disabled, and you will not be able to enter details for them. | Out | Picked from the drop-down list.
|
Proposed Initiation (Date) | The date when the services are expected to start. | Out | Entered using the Date-picker |
Frequency | How often are the services delivered? Give the frequency count as a number and select the frequency from the drop-down. | Out | Picked from the drop-down list. |
Length (Time) | What is the expected or stipulated duration of each session? Give the duration as a number and select the duration unit from the drop-down. | Out | Picked from the drop-down list. |
Duration (Annual Review Date) | The most recent date on which the status or outcome of the service delivery will be reviewed. | Out | Entered using the Date-picker |
Location | Where will the Service be delivered? (e.g., classroom, resource room)? | Out | Chosen amongst the following options:
|
To Support | What is the ultimate intention or desired outcome of service delivery? | Out | Chosen amongst one or more of the following options:
|
To add more than one entry for this section, you can use the following icons.
To add an additional Special Education Services record, click the icon and a new row will appear.
You can also shuffle the hierarchy of the disabilities added in any sequence.
To move a disability upwards in the list, use the
icon.Likewise, to move a disability downwards in the list, use the
icon.
You can also delete any disability from the list by clicking the
icon.
For each of the entries, you need to add an elaborate response that aligns and justifies the option documented about
In this section, you must provide a detailed response in one of the three ways:
Insert or upload your response from a statement bank.
Narrate and record your response as an audio file.
Write the response as text in the field given.
Related Services
You must provide the following details for each Related Services record.
Field Name | Description | Data Flow | Source |
|---|---|---|---|
Description | Select the type of ‘Related Service’ delivered or given to the student. Note: If you choose ‘None', then the rest of the fields are disabled, and you will not be able to enter details for them. | Out | Picked from the drop-down list. |
Proposed Initiation (Date) | The date when the services are expected to start. | Out | Entered using the Date-picker |
Frequency | How often are the services delivered? Give the frequency count as a number and select the frequency from the drop-down. | Out | Picked from the drop-down list. |
Length (Time) | What is the expected or stipulated duration of each session? Give the duration as a number and select the duration unit from the drop-down. | Out | Picked from the drop-down list. |
Duration (Annual Review Date) | The most recent date on which the status or outcome of the service delivery will be reviewed. | Out | Entered using the Date-picker |
Location | Where will the Service be delivered? (e.g., classroom, resource room)? | Out | Chosen amongst the following options:
|
To Support | What is the ultimate intention or desired outcome of service delivery? | Out | Chosen amongst one or more of the following options:
|
To add more than one entry for this section, you can use the following icons.
To add an additional Special Education Services record, click the icon and a new row will appear.
You can also shuffle the hierarchy of the disabilities added in any sequence.
To move a disability upwards in the list, use the
icon.Likewise, to move a disability downwards in the list, use the
icon.
You can also delete any disability from the list by clicking theicon.
For each entry, provide an elaborate response that aligns with and justifies the option documented.
In this section, you must provide a detailed response in one of the three ways:
Total time in Special Education (Minutes per Week):
The total time calculated and displayed here is a cumulative sum of the time mentioned in the table titled Related Services.
Transportation
Are the student's transportation time or needs different from those of non-disabled peers? Answer the question by choosing one of the following answers.
Physical Impairment - eg, needs assistance to walk, non-ambulatory, brittle bones.
Behavioral Impairment - eg, self-abusive, flees, problematic response to sensory input.
Communication Impairment - eg, nonverbal, hearing impaired, other comm. Disorder.
Visual Impairment - eg, blind, partial sight
Health Needs - high risk of medical emergency, fatigue, oxygen, brain injury, seizures.
Other - describe educational or medical need for special transportation.
Transportation is not different from that of non-disabled peers.
If you chose either of the first six options for this heading, you are expected to provide a detailed response to the following question.
If the student’s transit time or needs differ from those of non-disabled peers, describe and justify these needs.
In this section, you must provide a detailed response in one of the three ways:
Accessible Materials
You must choose whether the requirement of ‘Accessible Materials’ is applicable. Select either ‘Yes’ or ‘No’ option.
If this student requires any instructional materials provided in an accessible format, describe the environments, tasks, tools, and services related to their provision.
In this section, you must provide a detailed response in one of the three ways:
Assistive Technology
You must choose whether the ‘Assistive Technology’ requirement is applicable. Select either ‘Yes’ or ‘No’ option.
Describe the assistive technology required, if any.
In this section, you must provide a detailed response in one of the three ways:
Extended School Year
Document the CCC's discussion regarding extended school year services.
Under this heading, there are four options given. You can choose one or more of them.
The student is expected to regress to a lower level of academic or behavioral functioning evidenced by a measurable decrease in the level of behaviors or skills that cannot be recovered with a reasonable amount of time after the interruption of education services.
The student is at a critical point of skill acquisition or readiness that would be lost or greatly reduced as a result of an interruption of services.
There are special circumstances that make extended school year services necessary to the provision of a free appropriate public education.
The student does not require extended school year services.
For this heading, if you select either of the first three options, it adds two subsections - ESY Special Education Service and ESY Related Service.
Refer to the following section for details.
Record the discussion of whether extended school-year services are required to provide a free and appropriate education for this student. *This is provided at no cost to the parent or student. Use the space given to add an elaborate response that aligns and justifies the option documented.
In this section, you must provide a detailed response in one of the three ways:
ESY Special Education Services
You must provide the following details for each ESY Special Education Services record.
Field Name | Description | Data Flow | Source |
|---|---|---|---|
Description | Select the type of ‘ESY Special Education Service’ delivered or given to the student. Note: If you choose ‘None', then the rest of the fields are disabled, and you will not be able to enter details for them. | Out | Picked from the drop-down list.
|
Proposed Initiation (Date) | The date when the services are expected to start. | Out | Entered using the Date-picker |
Frequency | How often are the services delivered? Give the frequency count as a number and select the frequency from the drop-down. | Out | Picked from the drop-down list. |
Length (Time) | What is the expected or stipulated duration of each session? Give the duration as a number and select the duration unit from the drop-down. | Out | Picked from the drop-down list. |
Duration (Annual Review Date) | The most recent date on which the status or outcome of the service delivery will be reviewed. | Out | Entered using the Date-picker |
Location | Where will the Service be delivered? (e.g., classroom, resource room)? | Out | Chosen amongst the following options:
|
To Support | What is the ultimate intention or desired outcome of service delivery? | Out | Chosen amongst one or more of the following options:
|
To add more than one entry for this section, you can use the following icons:
To add an additional Special Education Services record, click the icon and a new row will appear.
You can also shuffle the hierarchy of the disabilities added in any sequence.
To move a disability upwards in the list, use the
icon.Likewise, to move a disability downwards in the list, use the
icon.
You can also delete any disability from the list by clicking theicon.
For each of the entries, you need to add an elaborate response that aligns and justifies the option documented about
In this section, you must provide a detailed response in one of the three ways:
ESY Related Services
Field Name | Description | Data Flow | Source |
|---|---|---|---|
Description | Select the type of ‘ESY Related Service’ delivered or given to the student. Note: If you choose ‘None', then the rest of the fields are disabled, and you will not be able to enter details for them. | Out | Picked from the drop-down list. |
Proposed Initiation (Date) | The date when the services are expected to start. | Out | Entered using the Date-picker |
Frequency | How often are the services delivered? Give the frequency count as a number and select the frequency from the drop-down. | Out | Picked from the drop-down list. |
Length (Time) | What is the expected or stipulated duration of each session? Give the duration as a number and select the duration unit from the drop-down. | Out | Picked from the drop-down list. |
Duration (Annual Review Date) | The most recent date on which the status or outcome of the service delivery will be reviewed. | Out | Entered using the Date-picker |
Location | Where will the Service be delivered? (e.g., classroom, resource room)? | Out | Chosen amongst the following options:
|
To Support | What is the ultimate intention or desired outcome of service delivery? | Out | Chosen amongst one or more of the following options:
|
To add more than one entry for this section, you can use the following icons.
To add an additional Special Education Services record, click the icon and a new row will appear.
You can also shuffle the hierarchy of the disabilities added in any sequence.
To move a disability upwards in the list, use the
icon.Likewise, to move a disability downwards in the list, use the
icon.
You can also delete any disability from the list by clicking theicon.
For each of the entries, you need to add an elaborate response that aligns and justifies the option documented about
In this section, you must provide a detailed response in one of the three ways:
Aids/Supports
Document the types and general intent of supports necessary to provide public agency personnel with the knowledge and skills necessary to implement the student’s individualized education program. Use the space given to add an elaborate response that aligns and justifies the option documented.
In this section, you must provide a detailed response in one of the three ways:
Program Modifications
Describe any program modifications needed to enable the student to advance appropriately toward attaining the annual goals, to be involved in and make progress in the general education curriculum, to participate in extracurricular and other nonacademic activities, or to be educated or participate with other students with disabilities and non-disabled students. Use the space given to add an elaborate response that aligns and justifies the option documented.
In this section, you must provide a detailed response in one of the three ways:
Progress Reporting Timeline
Describe when periodic reports on the progress the student is making toward meeting the annual goals will be provided. Use the space given to add an elaborate response that aligns and justifies the option documented.
In this section, you must provide a detailed response in one of the three ways:
Rationale
Describe the rationale for providing these services and supports, as well as the reasons for rejecting other options. Use the space given to add an elaborate response that aligns and justifies the option documented.
In this section, you must provide a detailed response in one of the three ways:
Notes
In this section, you can document any additional information, details, or references that might have been left out in previous sections.
In this section, you must provide a detailed response in one of the three ways: