IEP Team Members Include:
Required
- Parent(s)
- Student (as appropriate and invited at age 15 when discussing transition)
- Special Education Teacher(s)
- Regular Education Teacher(s)
- Professional(s) who can interpret the instructional implications of assessments
- School division
representative (qualified to
provide/supervise special
education services) (Members
can serve more than one role.
Written agreement of parent
required to excuse attendance
of required member. If area
being discussed, written
information must be provided
to parent in advance of
meeting.)
Optional
- Family members/Friends
- Peers/Advocates
- Specialists
- Other Professionals including:
Representatives from Early
Intervention or Adult Service
Agencies (optional members
are at the discretion of the
school and parent and may
require parental consent)
IEP team members notified and the meeting scheduled:
- In time for parents to arrange to attend
- Mutually agreeable time,
place & purpose
- Notice includes date, time,
location, purpose and attendees
Present Level of
Performance:
- Student described in
positive way
- Reflects parent concerns
- Includes strengths and needs
- Results of most recent
evaluations
- States academic &
functional performance in
objective terms
- Results of assessments
including statewide or districtwide
assessments
- Describes how the disability
affects involvement and
progress in general education
(for preschool students – in
appropriate activities)
- Describes academic,
developmental and functional
needs
Annual Goals:
- Includes academic and
functional goals based on
needs from assessments and
described in Present Level
section
- Meaningful and attainable
within one school year
- Student’s involvement and
progress in the general
education curriculum
- Measurable - clear about
what, how, where & when
- Includes academic and
functional goals
- Positive Behavioral
Supports, if needed
- How progress will be
measured and how often
parents will be informed of
progress
- High expectations, including
how student will keep up with
or catch up to non-disabled
peers
- Based on validated research
- Measurable objectives or
benchmarks (required for
students taking alternate
assessments aligned to
alternate achievement
standards)
- Prioritized in terms of the
student’s age and time left for
schooling
- Skills to help the student
live as independently as
possible
Related Services,
Supplementary Aids and
Supports:
- Help child advance toward
attaining annual goals
- Help child be involved in
and make progress in the
general curriculum
- Help child participate with
other students with and without
disabilities
- Include specifics: start/finish
dates: frequency: duration:
location: who will deliver,
delivery method (individual or
group in class)
- Assistive Technology
devices or services
- Help to access nonacademic
and extracurricular activities
- Needed
accommodations/modifications
for educational program and
assessments
- Teacher/staff training if
needed to implement program
Special Factors (when
needed):
- Communication
- Assistive Technology
- Behavior
- Language (English
Language Learners)
- Braille (for blindness/visual
impairment)
- Communication needs (for
deafness/hearing impairment)
Placement:
- In the least restrictive
environment (first option
considered is school where
child would attend if there was
no disability)
- Includes interaction with
non-disabled peers to
maximum extent appropriate
- Justification, if student not
participating in general
education curriculum
- Coordinated with general
education classroom, schedules,
activities and programs
State-wide and District-wide
Assessments:
- Lists assessments student
will take
- Specifies needed
accommodations and
modifications
- If participating in an
alternate assessment, aligned
with challenging standards
Instruction and Adaptations:
- Assignment of a case
manager or primary contact
- Person(s) responsible clearly
listed i.e. special education
teacher, general education
teacher, specialist, aide,
parents, students, other
- Extended school year
recommendation (if needed)
Transition Plan (if
necessary):
- Plans for a smooth transition
to a new setting, i.e. early
intervention to preschool, or
moving to kindergarten,
elementary, middle school or
high school (suggested a year
before change)
- Includes input from service
providers in current setting and
future setting
Secondary Transition
- By age 15, or before as
appropriate, student takes
active role in planning and
attending IEP
- Types of classes needed and
type of diploma planned for
student (this may need to begin
in middle school)
- Includes postsecondary
goals based on student needs,
strengths, preferences and
interests
- Specific transition services,
related services needs and
other agencies to be included
- Activities needed to assist
student in reaching
post secondary goals
- At least 1 year before age
18, information about what
rights will transfer to student at
age 18
- Summary of Performance
for students who are graduating
or who will exceed the age of
eligibility for special
education.
Prior Written Notice (If a revision
of service or change in
placement or refusal of
parent request)
- Description of action
proposed or refused
- The reason for the proposed
change
- The date of proposed change
- Description of evaluations
and other information used to
make the decision
- Other options or choices described
- Other relevant factors
- What steps to take if parent
disagrees (Availability of
procedural safeguards and
where to get more information)
Review (at least annually)
- Whether annual goals being
achieved
- Lack of expected progress in
annual goals and general
education curriculum
- Results of any reevaluation
- Information about child
provided to or by parents
related to reevaluations
- Child’s anticipated needs
- Other matters
- Revisions as appropriate
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