IEP Finalizing Checklist Page 1 Double Check IEP Date: Should be the date of the meeting Initial/Most Recent

IEP date: If the IEP is a 3-year MET or REED ONLY, this Date MUST be CHANGED TO MATCH the current IEP date! Initiation and Duration of IEP (MUST Match dates on Participants Page) Eligibility- mark the box Eligible due to: ____ Primary Educational Setting: Torrant/Kit Young Classrooms: Special Education School Building ECDD Classrooms: Early Childhood Special Education Setting Validate page and FIX errors

PLAAFP Page Parent Concerns- This section MUST be addressed if the parent is in or not in attendance Progress on Previous Goals- Write Statement describing progress on previous IEP goals (data supported) State and District Wide Assessment- If students participated in Mi Access during last IEP period- Summarize Assessment Results (summary sticker in CA60) Transition Assessment Area MUST be completed for Students 15 and OlderOn (date) the Torrant or Kit Young Common Transition Assessment was Administered (Summarize the documented findings) An impact statement doesnt have to be written. Resulting Needs: Summarize 1-2 needs based on the assessment data Adaptive/Independent Living Skills- Mark the Functioning Level of the Student: Torrant Students are at the Participation Level because they will most likely NOT live independently as an adult. If an area is Not Applicable, check the box (es) as NOT APPLICABLE Validate Page and FIX errors

Secondary Transition Considerations: If 15 during the IEP- The transition page MUST be completed 13 Years of Age- Must address the course of Study- Certificate of Completion Anticipated Graduation or Completion Date: Date of graduation at age 26 List agencies invited; if no agencies were invited, document none needed at this time Prior consent from parents for agency invitation- (Consent form found in ET under MISC. Documents) Document how the student was invited Transition Assessment- Specify: Lyle A. Torrant or Kit Young Center Transition Assessment Date vision was updated is the date the Torrant or Kit Young Transition Assessment was administered/completed. Our Plan to Address Transition Areas: The Person/Role Responsible for implementation- Do not put individuals names- role responsible (teacher, agency (name agency), parents Validate Page and FIX errors

Goals Pages Reporting Progress: Type the following in the box: Torrant and Kit Young Centers will report progress : November 1, 2013 and June 1, 2014 For EACH goal: Area of Need For applicable goals: EGLCE based on Torrant Common Assessment Data or if using Unique Learning Systems, use the goals aligned with the Common Core! If class participates in Community Outings, at least one community goal MUST be written!!! Position Responsible for Implementation: can be teacher, TA, therapistsdocument the role, not specific names Position Responsible for reporting Progress: professional who wrote the goal Validate page and FIX errors

LRE Page Supplementary Aids and Service- if there are accommodations written in this section, mark the box The IEP Team has determined the following. If none are written, mark the box that says Supplementary aids and services are not needed at this time ALL SXI Certified/Eligible Students: You MUST document students need Nursing and Personal Care Services Do this even if the SXI student is placed in an SCI classroom Services and Programs Classroom Regular School Year: 360 Minutes per Day, 4-5 Days per week Classroom Summer: 240 Minutes per Day, 4-5 Days per week Services MUST be written in to reflect regular school year, summer and the following school year until the end of the IEP FOR ALL SERVICES!!!!! Dates for 2013-2014: 1) Date of IEP to 6/13/13 Torrant 2) Summer 6/14/13 to 9/2/13 (39 Days) 3) next School Year: 9/3/13 to end of IEP (364 days long)

ECDD (Karlyn and Sara Sitkos ASD)

3)

1) Date of IEP to 5/31/13 2) 6/1/13 to 9/8/13 (24 Days) 9/ 9/13 to end of IEP (364 days long)

DOUBLE CHECK DATES- ALL Service providers MUST match, unless it is stated somewhere in the IEP otherwise. Mark No on the box that states student will participate with gen ed. Peers: Reason: Student receives her/his education in a center-based school ESY- for SCI, SXI students, ESY is NOT needed because it is considered to be part of our regular school year. For ASD classrooms, write a statement about student need for consistency in routine/programming/regression of skills and include that they attend a center based program that runs 224 school days. Validate page and FIX errors

Other Considerations (State and District Wide Assessment Page) Check No to Departmentalized Program Transportation: Document Need for Transportation and write any details Kit Young- Check box that MEAP/Mi Access and District Assessments are not administered at this time Mi Access is given in Grades 3-8 (Fall) and 11 (Spring) Reading: Grades 3-8 & 11 Math: Grades 3-8 & 11 Science: Grades 5, 8, 11 Age by Dec. 1 9 10 11 12 13 14 17 Grade 3 4 5 6 7 8 11 Social Studies: Torrant Social Studies Assessment: Grades 6, 9, and 11

Write Rationale for alternate assessment: Based on the Torrant Common Assessment administered on ______, student is functioning as an individual at the Participation Level. Mi-Access is the appropriate assessment to assess his/her skills. For the social studies assessment (grades 6,9, and 11) ; write statement indicating the student will be assessed using the locally based Torrant Social Studies Assessment . Check Box indicating District Assessments are NOT given Validate page and FIX errors

Participants Page Take off names of any person that DID NOT attend District Rep must Sign IEP- Teachers may sign as the district rep on the participants page only Person who can interpret instructional implications of the most recent evaluation- MUST have a Staff signature in this area- teacher, speech therapist or psychologist Service providers who do NOT attend, must fill out the Permission for IEP Meeting Excusal Form Person(s) not in attendance, their names MUST be typed in the appropriate absent area- If the service provider is absent, they must give notification to the parents PRIOR to the IEP District Requirements: Staff Responsible for Implementation: TYPE IN TEACHERs Name Beginning Date/Ending Date: MUST match the duration dates on the first page If a student is Aging out (26 years) Staff MUST type and Exit Reason: Reached Maximum age and exited k-12 system. Annual/Review or ReEvaluation IEP Notice Page The Services will begin on: type in date; Programs Located at: Type in School Name, as a result of IEP meeting dated: Type in Date, Purpose: why did you have the meeting? Type the reason in annual review IEP or Re-Evaluation IEP. Check the box next to this statement. At the end of the meeting, PLEASE MAKE SURE THE APPROPRIATE BOXES ARE CHECKED The second box down on the page doesnt get checked. Check NO, for other options were not considered and refused. Check the Top box of the Resident district authorizes the operating district to conduct subsequent IEP team meetings. Signature of Designee: Type in Sharon Putmans or Amy Rogers name and date it the DAY OF THE IEP and obtain their signature The following sources are available to assist you in understanding your rights: you need to click on the hyperlink that states Jackson Co. Special Education Department Enter in the date the notice was provided (date of the IEP ) and the mode of delivery (in person, sent home, mail, etc. ) Validate page and FIX errors

Transportation and Supplemental Services Page Put in Special Transportation if student rides the bus ONLY SXI certified students MUST have Personal Care Services (not Nursing Services) documented with NAMES of staff attached to the services they provide

Additional Consent Page Populate page so Medicaid consent is present After parent circles their choice at the IEP, go back in, remove the choice they DO NOT want and type in the parents name and date Type in Signature and Date of Parent