Table of Contents: Individualized Education Program (IEP)

Demographics2

Present Level 5

Secondary Transition Considerations7

Goals and Objectives 9

Supplementary Aids and Services 11

Assessment 12

Services and Programs 18

Notice for Provision of Services and Programs19

IEP Miscellaneous22

Notice 25

Amendment28

Timelines 31

Appendix A : Agency Representation for Transition IEP ………………………………………………………………………..32

IEP: Demographics

The purpose of the Demographic Information section is to provide information used for guiding timelines, assessment, service determination, public reporting, and eligibility.

IEP Dates: This section is designed to ensure there are no gaps in the provision of service to a student with an Individualized Education Program (IEP).

  • IEP Team Meeting Date―This is the actual date the IEP meeting is concluded. The date entered is used to determine the required timeline for Notice. Within 7 calendar days of the district receiving the IEP form (i.e., the IEP meeting conclusion date), the district must provide written notice to the parent.
  • Initial, Reevaluation, and Annual/Review IEP―For a student’s first IEP, fill in the dates for “Initial IEP.”
  • For an IEP resulting from a reevaluation IEP, fill in the dates for “Reevaluation IEP.”
  • For all other IEPs, fill in the dates for “Annual/Review IEP.”

FAPE: Free appropriate public education or FAPE means special education and related services that--

(a)Are provided at public expense

(b)Meet the standards of the State

(c)Include an appropriate preschool, elementary school, or secondary school education in the State involved; and

(d)Are provided in conformity with an individualized education program (IEP)

For “Offer of a FAPE,” list the date the district offers a Free Appropriate Public Education (FAPE) (i.e., the date Notice is provided by the district). For “Implementation,” list the date the district will initiate the IEP. Implementation is required to be as soon as possible, and not later than 15 school days after the district’s offer of a FAPE, pending parent consent.

The date of the offer of a FAPE for the first annual review must be within 365 days of the initial IEP implementation date. For all other offers of a FAPE, the offer of a FAPE must be within 365 days of the previous offer of a FAPE.

Purpose of Meeting: Options for determining the purpose of the IEP team meeting include initial IEP, annual/review IEP, or reevaluation IEP. Additional choices are intended to provide clarity. If Change of Placement is selected, the IEP team must provide further clarification by choosing Suspension/Expulsion, Graduation, or Other.

Parent Contact: This section does not meet the requirements of Notice; however it is a place for the district to document the steps taken to ensure the parent of the student is present at the IEP team meeting or, at a minimum, has been afforded the opportunity to participate. Check the appropriate forum used by the district and document the result of the contact. It is expected that two documented attempts are made to contact the parent:

Parental Rights and Age of Majority: This section has implications for confidentiality and eliciting procedural safeguards and therefore must be completed for all students who will be age 17 or older at any time during the IEP. Although decisions regarding guardianship, partial guardianship, or independence are to be documented when the student turns 18, it is recommended that decisions be completed well before the student turns 18.

Parental Participation

It is expected that staff ensure that parent is a member of any group that makes decisions on the educational placement of the parent's child.

  • If neither parent can participate in a meeting in which a decision is to be made relating to the educational placement of their child, the public agency must use other methods to ensure their participation, including individual or conference telephone calls, or video conferencing.
  • A placement decision may be made by a group without the involvement of a parent, if the public agency is unable to obtain the parent's participation in the decision. In this case, the public agency must have a record of its attempt to ensure their involvement. It is expected that at least two attempts to invite the parent to the IEP are made and documented for every IEP.

IEP Meeting Participants in Attendance: The public agency must ensure that the IEP team for each student with a disability includes the parent, a general education teacher if the student participates in the general education curriculum, a special education teacher, a public agency representative, other individuals who have knowledge or special expertise regarding the child (at the discretion of the parent or district), and whenever appropriate, the student.

The agency must also ensure the presence of an individual who can interpret the instructional implications of evaluation results. It is allowable and may be appropriate for an IEP team member to serve multiple roles.

If the student is of transition age and is receiving services from an outside agency, the district is required to have consent from the parent on file. Every Transition IEP must have an invitation inviting the student.

Parent and District Agreement on Attendance Not Necessary―If attendance of a required member of the IEP team meeting is determined not necessary because it has been determined that the member’s area of the curriculum or related service is not being modified or discussed at the meeting, the district must have written agreement (Excusal of an IEP Team MemberForm) from the parent prior to the IEP team meeting.

Parent and District Agreement on Excusal Prior to Meeting―In order for the district to excuse a required IEP team member, written agreement must be obtained from the parent prior to the IEP team meeting (Excusal of an IEP Team MemberForm). In addition, if the member’s area of the curriculum or related service is being discussed, the excused member must submit written input for the development of the IEP to the IEP team prior to the meeting.

Eligibility for Special Education: After considering the evaluation results and the criteria for each area of disability evaluated, the IEP team is responsible for determining eligibility.

If the student is determined eligible, identify the area of disability and continue to develop the IEP. If the student is determined eligible in the area of specific learning disability (SLD), identify the appropriate area(s) of the specific learning disability.

If the student is determined ineligible for all areas of disability considered and is documented in this section as ineligible, the district may proceed directly to the provision of Notice to the parent, with the exception of the area of SLD.

If a student is determined ineligible in the area of SLD, it is required that the IEP team provide a statement of the basis for this determination before the district proceeds to the provision of Notice to the parent.

The state model IEP form reflects only one area of disability. Federal regulations require that a student be determined eligible in order to receive special education services and programs. Since the development of services and programs are based on need, rather than disability area, one area is sufficient. An individualized education program shall be developed and shall include all of the following in writing:

(a) A statement of measurable annual goals, including measurable short-term objectives.

(b) A statement documenting that extended school year services were considered.

(c) For children age 3 through 5, a statement of the child’s socialization needs and ability to participate and progress in developmentally appropriate activities.

IEP: Present Level

The purpose of the Present Level of Academic Achievement and Functional Performance (present level) section is to provide an overview of factors that impact the student’s performance and subsequent development of services and programs to meet the student’s unique learning needs. The present level provides a foundation for developing rigorous supports to create an opportunity for greater student success. It is the basis from which all other Individualized Education Program (IEP) components are developed. Each area of need identified in the present level must be addressed in another appropriate section of the IEP form.

Present Level: This section, in its entirety, is used to describe the student’s current performance in areas affected by the disability.

Factors to Consider (General): This section asks the IEP team to address the student’s strengths and parent concerns. This section also asks the IEP team to take into consideration the most recent evaluation results. Comprehensive completion of this section provides an overview of the student’s abilities and helps prioritize the student’s areas of need.

Strengths of the Student―This is the only place in the IEP process that captures the student’s strengths. Strengths are important to all other sections of the IEP; in particular, they are the basis for developing supplementary aids and services and secondary transition services.

Concerns of the Parent―If a parent does not identify any concerns, document that no concerns have been identified at this time.

Initial or Most Recent Evaluation(s) Results― Use this section to document a comprehensive list of results from recent assessments and evaluations of the student. Evaluations may include, but are not limited to, the Multidisciplinary Evaluation Team (MET) report, the Review of Existing Evaluation Data (REED), the Michigan Educational Assessment Program (MEAP), district assessments, and benchmark assessments.

Factors to Consider (Special Factors): The first two special factors listed must be considered for every student. The remaining four special factors must be considered as appropriate. If a special factor is considered and the IEP team determines there is an area of need, the special factor must be addressed in an appropriate section of the IEP form (e.g., Goals, Supplementary Aids and Services, etc.). If a special factor is considered, but the IEP team determines there is no area of need, the rationale for determining no area of need must be addressed in the Notice under “Option Considered but Not Selected.”

Section 2-B of the present level is designed to identify the areas of need affected by the disability. For each area of need identified, provide:

• Baseline data―supports the determination of the area of need and is gathered from a variety of data sources.

• A narrative summary or explanation of the baseline data―gives the reader an understanding of the IEP team’s interpretation of the baseline data.

• A statement of how the disability affects the student’s involvement and progress in the general education curriculum or participation in appropriate activities for preschool children.

IEP: Secondary Transition

Secondary Transition:The purpose of the Secondary Transition Considerations section is to consider the student’s strengths and areas of need to help plan and prepare the student for adult life. Proper planning and preparation positively influence the likelihood of graduation and promote successful outcomes. This section is designed to capture aspects of transition services that are not addressed elsewhere in the Individualized Education Program (IEP). Transition services are addressed throughout various sections of the IEP. There is no one section that encompasses all transition services.

“Secondary transition services are required to be in effect when the student turns 16. IEP teams are recommended to consider secondary transition services at a younger age if appropriate. Secondary transition considerations must be updated annually thereafter.”

Transition services are required to be in effect by the time the student turns 16. Therefore, decisions about transition services must be made before the student turns 16 to ensure the services will be in effect by age 16.

Student’s Postsecondary Goals (Vision): This section is directly related to Section 2 of the IEP, the Present Level of Academic Achievement and Functional Performance.

The student’s postsecondary goals (collectively, the student’s vision) are to be aligned with the information documented in the present level. Secondary transition assessments and strengths from the present level can help guide the IEP team to develop appropriate, measurable postsecondary goals for the student. Points to remember:

  • All goals must be supported with an appropriateassessment. If you are only using Career Cruising ensure that the resultssupport the student’s "education", "training"and "employment goals.
  • Career Cruising does not have an independentliving assessment at this time so you would either write "not applicable" OR administer an independent livingassessment tosupport the goal that needs to bewritten. If you needindependent living assessments please contact the Special Education Office or your building Transition Coordinator.
  • Students’ postsecondary goals must describe“where and/or how:”
  • "in South Lyon"
  • "in Oakland County"
  • "with agency supports"
  • "will apply independently"
  • "with family assistance"

Planning/Community Secondary Transition Services: Services and supports that help the student achieve his or her adult-life goals are collectively called “transition services.” Secondary transition services are designed to be part of a results-oriented process. Each postsecondary goal should have a date of completion listed.

After identifying an area of need (using the present level section as a data source), the IEP team determines if the area of need is either a learning need, or a planning/community service or activity-related need. Learning needs are generally addressed by transition services provided by the district and are considered the student’s course of study. These transition services are addressed in other sections of the IEP (such as goals and/or supplementary aids and supports) and therefore might not be addressed in this section.

Planning/community service or activity-related needs are typically addressed in this section of the IEP form. The areas for consideration in this section are meant to facilitate movement from school to post-school activities. If an area is considered but not needed, provide an evidence-based/data-based reason that is consistent with the present level section.

Remember: Any community agency “likely to provide or pay for services” must be invited, with parent consent, to the IEP team meeting. If the agency fails to attend the IEP team meeting, the district must provide information about that service and assist the student in procuring the service. Look for Agency Representation page in the Appendix:

Course of Study: Course of study is a secondary transition service. This service in conjunction with other secondary transition services is designed to help the student achieve his or her postsecondary goals. Secondary transition services are to be considered and aligned with the direction and outcome of the course of study. Document if the student is on track to receive a high school diploma. Additionally, if the student will receive a high school diploma, document if the student has a personal curriculum on file.If the student is not on track to receive a high school diploma, identify what the outcome of the student’s education will yield by filling in the blank for a course of study. An IEP team may indicate, for example, a certificate of attendance, a certificate of completion, or simply an exit from school. Keep in mind, Michigan has only one curriculum and therefore only recognizes graduation with a diploma.

IEP: Goals and Objectives

Goals and Objectives: The purpose of this section is to develop annual goalsand objectives/benchmarks that ensure the student has access to and makes progress in the general education curriculum. Academic and functional goals designed to:

  • Meet the child's needs to enable the child to be involved in and make progress in the general education curriculum; and
  • Meet each of the child's other educational needs;

For children who take alternate assessments goals aligned to alternate achievement standards, a description of benchmarks or short-term objectives.

Goals are descriptions of what the student can be expected to accomplish within a 12-month period; they are to be reasonable, yet challenging. Objectives/benchmarks are intermediate steps between the present level and the annual goal.

Alignment of goals to other sections in the Individualized Education Program (IEP) is important. Goals and objectives/benchmarks align with:

• Needs from the Present Level of Academic Achievement and Functional.

• Michigan content expectations (e.g., EGLCEs, GLCEs, HSCEs)/early childhood standards of quality for pre-kindergarten.

• Secondary Transition Considerations. This section has implications for the student’s participation in state assessments. In order to take an alternate assessment the student must have goals and objectives/benchmarks based on Michigan content expectations.

Goals and objectives/benchmarks must be aligned to the content area of the alternate assessment.

Based on the information documented throughout the IEP, determine the area(s) of need requiring a goal and short-term instructional objectivesInstructional Area and Content Expectation: Identify the content area related to the student’s need. Then identify the content expectation that aligns with this area.

Baseline Data: This information is taken from the data documented in the present level section and establishes a baseline for monitoring progress.

Annual Goal: A goal must be meaningful (aligned to the area of need) and measurable (have identifiable criteria).

A well-written goal has four critical elements:

• Target date for achieving the goal.

• Identification of what the student will demonstrate.

• Under what conditions or to what level/degree the student will perform.

• How progress will be assessed/evaluated.

All annual goals include the 4 areas of measurability: By date, the student will (demonstrate skill)when/at (accuracy/condition/criteria)on (type of assessment)

To ensure the goal is aligned with the general education curriculum, write the goal based on content expectations.

Each goal page allows for the development of more than one short-term objective/benchmark (must have at least two). Describe each short-term objective/benchmark. The objectives/benchmarks are to be written in such a manner that meeting all objectives/benchmarks will result in the student achieving the annual goal.