Ensure that the system contains the

correct information (student/parent

names, address, age, date, grade, etc)
Choose the time and location of the
meeting
Choose the appropriate purpose of the
meeting-to consider the development
and placement of an Individualized
Education Program (IEP) or Individualized
Service Plan (ISP)
List all of the team members ensure the
LEA representative is clearly labeled
 Include all members who will be in
attendance
Present at the beginning of the IEP for
team members to sign
Include the time, date, and meeting
location
 Required if an IEP team member is
unable to attend the IEP meeting
List the member(s) and discuss with
parents at the beginning of the
meeting
Parents are required to sign this form
for consent to move on with the
meeting without the team member
 Description of Purpose
discuss the purpose of the annual IEP based on
the students disability and eligibility of services
Explanation of why the District proposes
to take or refused to take the action
why the student requires special education
services
Description of each evaluation procedure,
test, record, or report the District used as
a basis for the proposed action or for
refusing the requested action
What was used to determine the need for
special education services
Consider observations, evaluations, behavior
data, etc
 Description of other options the team
considered and the reasons why those
options were proposed or rejected
It is important to take good notes in your
meeting to accurately address this area
What did the team discuss? Did the team agree
or disagree? Why?
With difficult team meetings, where the team
disagrees, explain here why the team rejects an
option
Description of other factors affecting the
proposal or refusal
Are there other factors that could affect the
students placement?
Typically, no other factors are identified
All items on this page need to be filled
out!
 Purpose of Meeting
always select placement and initial or
annual IEP development
Remember to select which assessments
and evaluations were considered during
the IEP meeting
Ensure that all of the team members are
listed correctly and the LEA
representative is clearly identified
If the parent did not attend or participate
in the meeting by other means and did
not agree to the time and place of the
IEP team meeting, make sure to
document 3 efforts to involve the
parents
Include strengths the student
possesses
Include the present level for all goals
in the IEP
Academic Performance
Functional Performance
Be descriptive and use data!-if the
student were to transfer schools, this is
the first document they will look at.
 Include positive behavioral
interventions, strategies, and supports
to address that behavior
Examples: visual supports, rate of
reinforcement, types of materials, sensory
needs, breaks, etc.
English Language Learner-include
language needs to ensure success
Visually impaired-include any visual
needs such as Braille
 Communication Needs
Include the student's language; opportunities
for direct communication with peers and and
staff in the student's language and
communication mode; and, academic level and
full range of needs including opportunities for
direct instruction in the student's language and
communicative mode
Assistive Technology
Include high tech and low tech
High Tech- iPad, Dynavox, tablet, Computer, etc
Low Tech- PECs, visual schedule, pictures,
written words
 Describe how the students disability
affects their access, involvement and
progress in the general education
Focus on how the disability affects the
students reading
Examples: ability to understand and
express language, retention, decoding, etc
 Each identified disability-related need
must have a corresponding goal
A goal or service can address more
than one need
Include reading or early literacy needs
List the need area with a brief
description
Example: Reading- comprehension
 Will the student be involved full time in
general education?
If the student is receiving special education
services in a special education environment
always select no
include why the student requires special
education servicesbehaviors, academics,
educational supports, etc
If the student will not be involved full time
in general education, check yes for special
factors and complete the I-5
 Goals should be reflected on the I-4 Part 4
(Program Summary and Student
Participation)
Depending on the disability, create goals
with natural progression
Goals should be measurable and reasonably
attainable
Should be stated as go fromto
Example: The student will go from reading 10
sight words to reading 50 sight words with 80%
accuracy in 4 out of 5 opportunities.
Depending on student, can create goals for
reading, writing, behavior, communication,
gross motor, social skills, or functional goals
 Select regular education, special
education, or none for physical
education and vocational education
I. Special Education
Special Education
Goal (i.e. reading, writing, math, etc)
Frequency/Amount
Minutes spent daily on the goal
Location
Special Education Setting or Regular
Education Setting
Duration
Duration of IEP or specific dates
What need(s) does it address?
II. Related Services
May include: Occupational Therapy,
Speech Therapy, Transportation
Frequency/Amount
Minutes spent daily on the goal
Location
Special Education Setting or Regular Education
Setting
Duration
Duration of IEP or specific dates
What need(s) does it address?
III. Supplementary Aids and Services
May include: modified curriculum, modified
testing procedures, modified grading,
educational assistants
Frequency/Amount
Minutes spent daily on the goal
Location
Special Education Setting or Regular Education
Setting
Duration
Duration of IEP or specific dates
What need(s) does it address?
VI. Program Modifications or Supports for
school personnel
This may include specific trainings or
meetings needed to appropriately
meet the students needs
V. Participation in Regular Education
Classes
If any minutes are registered, select
that the student will NOT participate
full time in regular education classes
Discuss the students needs
Modified curriculum, small-group
instruction, direct instruction, etc
 Participation in Extracurricular or
Nonacademic Activities
Will the student be able to participate in
extracurricular and nonacademic
activities with nondisabled students?
Select yes
Students should be able to participate in
extracurricular activities if the activity is
deemed appropriate
Activities requested by parents must be
discussed with the IEP team
The appropriateness of the activity should be
discussed
If appropriate, the necessary supports can be
determined
 Identify which assessments the student
will participate in
or
Select that the student will participate
but not in their grad level
or
If the student will not participate in
district wide assessments, select
district wide assessments not given
 Select the students grade level
Category 1: Accessibility features/supports
provided within the DLM system
Examples: read aloud, highlighting, backlighting
Category 2: Accessibility features/supports
requiring additional tools/materials
Examples: Braille, interpreter, touch screen, switch
Category 3: Accessibility features/supports
provided outside of the DLM system
Examples: Human read aloud, test administrator
enters responses, administration on a touch screen
(iPad, etc)
 First, discuss with parents about their
goals for the future (housing, job,
independence)
Import this data into the WI DPI
website
Select the most appropriate choices based
on discussion
Avoid selecting other if possible
Save and attach the report to the IEP
 First, understand the criteria of the district
Take data throughout the year on all goal-
especially before and after school breaks
Criteria for qualification: recoupment
period, self-sufficiency, emerging skill
(with your data, discuss this with the IEP
team)
Form: include the goal, supports, and
curriculum used to best support the
student during ESY
Completed after a Functional Behavior
Assessment has been completed
Proactive Strategies
antecedent strategies and/or environmental
adjustments- establishing motivation, removal
of excess stimuli, visuals, short and clear
instructions, consistency among staff, access
to sensory tools, etc
Desired behavior(s) to Increase
Appropriate replacement behavior
Accommodations: model, practice, choice, etc
Consequence: reinforcement
 Challenging Behavior Response Plan
Describe the behavior: what the function
is, what it looks like, and how to respond
Implementation Considerations
Consider supports needed in the
environment, specific trainings (ex: CPI),
materials, etc