IEP Process Notes

Meeting Notice Checklist:

  • Make sure the following is completed:

Date on notice matches IEP and other paperwork

Eight day notice was given; if not ask parent to waive 8-day notification and check box

Attempt to schedule meeting three times

Purpose of meeting is marked

Mark when Procedural Safeguards was given

High School Students – Mark agency representative if applicable/consent was obtained

Mark all invited members (be sure to invite related service providers)

Write in any excusals and be sure to have parents mark they excuse the member(s). Any required member (teacher or related service provider)being excused should submit a report of updated information that was considered when developing the IEP.

IEP Part I:

  • Make sure information is correct

IEP Part II:

  • Make sure everyone signs and write in at the bottom anyone who participates via phone

IEP Part III:

  • Mark N/A only for gifted students; mark yes for all other students.
  • ESY is not solely determined by Critical Skills. Be sure to read the determining factors listed on Part III to understand how ESY should be determined.
  • If the meeting is an Annual use a copy of the ESY page from the previous year then mark Yes or No. If the team decides the student needs ESY then mark Yes, write in services, and have parent(s) initial and check whether they accept or reject. Then be sure to put that page on top of the IEP when sending it in to the Special Education Office. Parents only need to initial if ESY services are being proposed. Then on the current Annual IEP mark Defer until: Spring 20XX.

IEP Part IV:

  • Mark any considerations applicable
  • If student has behavior problems; mark behavior and make sure behavior information is in present levels, there is a goal, and some kind of service that helps the student with the behavior.
  • If the next IEP will address transition (i.e. for students who will be turning 16 during the year the IEP will be implemented) make sure to list any agency being invited. If none, document that and parents do not have to initial. If an agency is being invited write what agency, have parent and student initial, and be sure to invite them the next year.

IEP Part V:

  • Add any relevant assessment data and be sure to describe the results so any one can understand them (e.g. grade equivalents, standard scores, or provide descriptors such as Average, Low, etc.).

IEP Part VI:

  • Mark Age of Majority when student is turning age 18 within the next 12 months. Make sure parent and student initial and date.
  • List Transition Assessments Reviewed and be sure to include copies with the IEP.
  • Mark type of diploma
  • Write postsecondary goals that are measurable, be sure to discuss the goals in present levels, and support the goals with transition assessments (that should be attached to the IEP).
  • Be sure the Career Pathway and Clusterswill enable the student to meet postsecondary goals.
  • Provide evidence that the student was invited.
  • At least one Transition Service area should be checked and an annual goal should be written to address it.
  • Mark at least one relevant activity/linkage, who is responsible, and a description of the service. Note, if an outside agency is marked, be sure to specify which agency and if they do not deliver on their delineated activity then the IEP team must reconvene to identify alternative strategies to meet the transition need.

IEP Part VII:

  • There should be a flow of information: Information in present levels should justify goals, accommodations, and services. There should not be a goal, accommodation, or service not justified in present levels.
  • General Section should discuss any information not directly related to a specified area (e.g. E/LA, Math, Behavior, Access, etc.). Information may pertain to transfers, parent information, why a meeting is being held, requests to evaluate, medically relevant information, etc.
  • E/LA and Math sections should follow this format:
  • Typical grade level performance
  • Student’s performance (include accommodations needed – be sure accommodations listed in present levels match service page and testing accommodations)
  • Impact statement (explain how disability impacts area of concern)
  • Targeted standard(s)
  • If student has a Behavior section, be sure to include more than just the child’s problem(s). Include triggers, interventions that work and interventions that have been attempted but were unsuccessful, and any accommodation and/or service needed to help the student.

IEP Part VIII:

  • How: Updated progress toward goalsWhen: Quarterly or Each Grading Period
  • Timeframe: By the end of the 2015-16 school year (or whatever school year it is) or By June 2016.
  • Condition: This should describe the specially designed instruction necessary for the student to perform the behavior. Examples include: given a graphic or advance organizer, after pre-teach, given re-teach, using a research-based problem-solving model, when presented with visual schedule, utilizing a self-calming technique.
  • Behavior: This should be written in positive terms and be observable and measurable.
  • Evaluation with Criteria: Identify specific evaluation method(s) required to determine whether the goal/objective has been attained. Be sure to specify how much, how often, and what standards are required to achieve goal and when the goal is considered accomplished. Examples: at the highest level of a 4-level rubric for 3 out 4 trials; 80% on three consecutive trials based on teacher notes; 75% on 3 out of 5 assessments as documented by teacher made assessment.
  • Be sure to mark at least one critical skill (except for gifted). This should be a skill the student needs to MAINTAIN his/her current level of performance. Therefore, this should be a skill the student has mastered and needs to maintain to stay at his/her current level of performance.

IEP Part IX:

  • Any accommodation, supplementary aid, or service must be justified in the present levels.
  • Supplementary Aids and Services Location should be as specific as possible (e.g. Math and Science, Lunch and Recess, Hallway, etc.)
  • Supplementary Aids and Services Extent/Frequency should be as specific as possible (e.g. lengthy assignment, 10 minutes per assignment, during all tests and quizzes, before initial instruction, one day per week, during note taking activities, etc.)
  • Initiation Date should be five calendar days after IEP unless parent waives 5 day timeline for Prior Written Notice. If that is the case be sure to document on the PWN that the parent waived the five days on the “Other factors relevant to district’s…” line (i.e. the last line on the PWN).
  • Special Education Services:
  • Direct (D) is when you are providing direct services to the student either in the Special Education Environment (SEE) or General Education Environment (GEE). A SEE is when ALL students in the room have IEPs. Indirect (I) is when you are consulting with a teacher to help the student.
  • Extent/Frequency should be written as minutes per month.

IEP Part X:

  • Placement Statement should explain the extent the student will not participate in the GEE (i.e. what GEE subject(s) will the student miss and how much time will they miss of the GEE subject(s)). If student participates 100% in GEE write a statement explaining that.
  • Be sure to change LRE percentage and code when changes are made on the Service page.
  • Review all LRE considerations and check as they are reviewed.

IEP Part XI:

  • Make sure any accommodation checked is justified in the present levels and listed on the service page to reflect the accommodation is provided to the student consistently.

IEP Part XII:

  • If a student is being dismissed from a related service document that on the “Other factors relevant to district’s…” line (i.e. the last line on the PWN).
  • Examples of PWN are in the resource folder.