You are on page 1of 26
 Ensure that the system contains the correct information (student/parent names, address, age, date, grade, etc)

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

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

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 student’s 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

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

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,

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

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 student’s disability affects their access, involvement and progress in the general education

Describe how the student’s disability affects their access, involvement and progress in the general education

Focus on how the disability affects the student’s 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

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

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 services—behaviors, 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

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 from…to”

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

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

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

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

VI. Program Modifications or Supports for school personnel

This may include specific trainings or meetings needed to appropriately meet the student’s needs

V. Participation in Regular Education Classes  If any minutes are registered, select that the student

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 student’s needs

Modified curriculum, small-group instruction, direct instruction, etc

 Participation in Extracurricular or Nonacademic Activities  “Will the student be able to participate in

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

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 student’s grade level  Category 1: Accessibility features/supports provided within the DLM system

Select the student’s 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

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

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

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,

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