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74 Cards in this Set
- Front
- Back
IEP team members
Parent |
(Required) Sec. 300.321(a)(1) Note: broad definition of parent in Sec.
300.30(a) including biological or adoptive parent, foster parent, guardian, individual acting in the place of a parent, or surrogate parent. |
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IEP team members
Student |
(Required) Sec. 300.321(b)(1) As appropriate and invited at age 15 when
discussing transition. Note: In most cases, rights of parents covey to student at age 18. |
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IEP team members
Special Education Teacher |
(Required) Sec. 300.321(a)(3) Not less than one teacher of the child or
service provider (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.) |
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IEP team members
Regular Teacher |
(Required) Sec. 300.321(a)(2) Not less than one regular education teacher
(if the child is or may be participating in the regular education environment) (Written agreement of parent required to excuse attendance. If regular education being discussed, written information must be provided to parent in advance of meeting.) |
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IEP team members
Professional(s) |
(Required) Sec. 300.321(a)(5) Professional(s) (such as speech therapists,
psychologists, social workers, physical therapists, etc) who can interpret the instructional implications of evaluation results. Members can serve more than one role but must be qualified in their field of expertise. Written agreement of parent is required to excuse attendance of required member. If area is being discussed, written information must be provided to parent in advance of meeting. |
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IEP team members
School Representative |
(Required) Sec. 300.321(a)(4) Qualified to provide/supervise special
education services; knowledgeable about general education curriculum and knowledgeable about the availability of resources. Members can serve more than one role. Written agreement of parent is required to excuse attendance of required member. If area is being discussed, written information must be provided to parent in advance of meeting. |
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IEP team members
Family Members / Friends / Others |
Sec. 300.321(a)(6) (optional members are at the discretion of the school
and parent.) They must have knowledge or special expertise regarding the child, including related services personnel as appropriate, and may require parental consent. |
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IEP team members
Peers / Advocates |
Sec. 300.321(a)(6) Optional members are at the discretion of the school and
parent and may require parental consent - must have knowledge or special expertise regarding the child. |
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IEP team members
Specialists |
Sec.300.321(a)(5) If an evaluation is being interpreted or services are being
discussed, a specialist is required. Sec 300.321(a)(6) Other specialists can be invited at the discretion of the school and parent and may require parental consent. |
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IEP team members
Other Professionals |
Sec. 300.321(a)(6) 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) |
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Notifications
Timing |
Sec. 300.322(a) IEP team members must be notified in time for parents to
arrange to attend. The meeting must be scheduled at a mutually agreeable time and place. Sec. 300.323(c)(1) requires an IEP meeting no later than 30 days after determination of eligibility. Sec. 300.324(b)(1)(i) requires IEP review and annual goals updated at least annually. |
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Notifications
Requirements |
Sec. 300.322(a) Notice must include the IEP meeting date, time, location,
purpose, and attendees. Meeting must be scheduled at a mutually agreed up on time and place. If parents cannot attend in person, they may participate via conference call. Sec. 300.322(e) interpreters required for parents with deafness or nonEnglish speakers. |
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Current Performance
Student description |
This is also called the Present Level of Performance Sec. 300.320(a)(1) The
IEP is based on this section. (See other categories in this menu to add notes and observations. |
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Current Performance
Parent Concerns |
Sec. 300.324(a)(ii) Should reflect parent concerns for enhancing the
education of the child. |
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Current Performance
Strengths / Needs |
Sec. 300.324(a)(i) Student should be described in a positive manner.
Include interests, what the child does well, and what motivates the child. Strengths should be considered when writing the rest of the IEP. |
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Current Performance
Recent Evaluations |
Sec. 300.320(a)(2)(iii) Results of most recent evaluations are discussed.
Parent should obtain copies in advance of IEP and come prepared with questions. |
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Current Performance
Academic Performance |
Sec. 300.320(a)(2)(iv) States academic perrformance in objective terms
including performance in the general education curriculum, state and district-wide assessments, grade level achievement, and what the child needs to progress academically in the general education curriculum |
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Current Performance
Developmental and Functional Needs |
Sec. 300.320(a)(2)(iv) Should describe present level of functional
performance and developmental needs including how the disability affects involvement and progress in the general education curriculum and what the child needs to be involved in an make progress in the general education curriculum |
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Current Performance
Involvement and Progress |
Sec. 300.320(a)(1)(i) Describes how the disability affects involvement and
progress in general education (for preschool students in appropriate activities) and what the child needs to be involved in and make progress in the general education curriculum. |
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Current Performance
Current Needs |
Describes academic, developmental and functional needs of the child.
Remember, the rest of the IEP is based on the Present Level of Performance. Post additional notes here. |
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Annual Goals
Academic Goals |
Sec. 300.320(a)(2)(i) Includes academic goals, based on needs from
assessments and described in Present Level section, that are meaningful and attainable in one year. |
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Annual Goals
Functional Goals |
Sec. 300.320(a)(2)(i) Includes functional goals, based on needs from
assessments and described in Present Level section, that are meaningful and attainable in one year. |
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Annual Goals
General Education Curriculum |
Sec. 300.320(a)(2)(i)(A) Goals must meet the functional and educational
needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum. |
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Annual Goals
Goals are Measurable |
Sec. 300.320(a)(2)(i) Measurable - clear about what, how, where, and when
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Annual Goals
Behavioral Support |
Sec. 300.324(a)(2)(i) Positive behavioral interventions and supports and
other strategies, if the behavior of the child impedes his or her learning or the learning of others. Positive behavioral interventions and supports are usually based on a functional behavioral assessment to determine what triggers the behavioral response and what strategies or supports might serve as replaement behavior. |
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Annual Goals
Measuring Progress |
Sec. 300.320(a)(2)(i) How progress will be measured and how often parents
will be informed of progress. This might be when school sends progress reports to other students, or more often if needed for parents and teachers to assess whether services and supports in the IEP are leading to meaningful progress. |
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Annual Goals
High Expectations |
High expectations, including how student will keep up with or catch up to
non-disabled peers. (See Sec. 300.1 Purposes of the Act). |
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Annual Goals
Scientifically Based Research |
Sec. 300.320(a)(4) Scientifcally based research, to the extent practicable, is
the foundation for special education and related services and supplementary aids and services, Sec. 300.35 references IDEA defining scientifically based research as included in a peer-reviewed journal published the research, or that a panel of independent experts through a comparably rigorous, objective, and scientific review approved it. |
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Annual Goals
Measurable Objectives |
Sec. 300.320(a)(2)(ii) Measurable objectives or benchmarks can be included
in the IEP and are required for students taking alternate assessments aligned to alternate achievement standards. |
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Annual Goals
Prioritization |
Not required, but it is suggested that parents prioritize goals in terms of the
age of the student and time left for schooling. |
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Annual Goals
Students Independence |
Skills to help the student live as independently as possible (See Section
300.1 Purposes of the Act). Also consider self advocacy and self determination. |
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Services, Supports, and Aids
Attaining Goals |
Sec. 300.320(a)(4)((i) supplementary aides and services and program
modifications or supports needed to help the child advance toward attaining annual goals.Include specifics: start/finish dates: frequency: duration: location: who will deliver, delivery method (individual or group in class). |
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Services, Supports, and Aids
General Education |
Sec. 300.320(a)(4)((ii) supplementary aides and services and program
modifications or support needed to be involved in and make progress in the general curriculum. Include specifics: start/finish dates: frequency: duration: location: who will deliver, delivery method (individual or group in class). |
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Services, Supports, and Aids
Participation and Inclusion |
Sec. 300.320(a)(4)((iii) supplementary aides and services and program
modifications or supports needed to help the 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). |
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Services, Supports, and Aids
Extracurricular activities |
Sec. 300.320(a)(4)((ii) supplementary aides and services and program
modifications or support needed to access nonacademic and extracurricular activities. Include specifics: start/finish dates: frequency: duration: location: who will deliver, delivery method (individual or group in class) |
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Services, Supports, and Aids
Related Services |
Sec. 300.34 Related services means transportaion and such developmental,
corrective and other supportive services including speech, occupational or physical therapy, audiology, interpreting,recreation, counseling, travel training, school health, social work, parent counseling and training. |
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Services, Supports, and Aids
Training Needed |
Sec. 300.119 Teachers/personnel must be fully informed about their
responsibilities for implementing the IEP and Sec. 300.226(b)(1) receive technical assistance and training needed to implement program. Sec. 300.156 teachers, related services personnel and paraprofesionals must be adequately prepared and trained. |
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Special Factors
Assistive Technology |
Sec. 300.324(a)(2)(v) The team must consider Assistive Technology (AT)
defined in Sec. 300.6 as any AT service related to evaluating; acquiring; selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing; coordinating and using other therapies, interventions, or services; and training or technical assistance to the child, family, or professionals. AT devices are defined in Sec. 300.5 as any item, piece of equipment or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of the student. AT does not include a medical device that is surgically implanted. |
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Special Factors
Behavior |
Sec. 300.324(a)(2)(i) in the case of a child whose behavior impedes the
childs learning or that of others, the team must consider the use of positive behavioral interventions and supports, and other strategies to address that behavior |
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Special Factors
English Language Learners |
Sec. 300.324(a)(2)(ii) Language (English Language Learners) in the case of
a child with limited English proficiency, the team must consider the language needs of the child as they related to the childs IEP. |
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Special Factors
Braille |
Sec. 300.324(a)(2)(ii) Braille (for blindness/visual impairment) instruction
required unless an evaluation (including current skills and future needs) finds that instruction in Braille or the use of Braille is not appropriate for the child. |
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Special Factors
Communication Needs |
Sec. 300.324(a)(2)(iv) must consider the communication needs of the child,
and in the case of a child who is deaf or hard of hearing, consider language and communication needs, opportunities for direct communication with peers and professionals in the language and communication mode of the child, academic level, and full range of needs including direct instruction in the language or communication mode of the child. |
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Student Placement
Environment |
Sec. 300.114 and Sec. 300.116(b) and (c) In the least restrictive
environment (first option considered is school where child would attend if there was no disability). Sec. 300.116(e) A child with a disability should not be removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum. |
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Student Placement
Interaction |
Sec. 300.320(a)(4)(iii) Includes interaction with non-disabled peers to
maximum extent appropriate. Sec. 300.114(a)(2)(i) also includes children in public or private institutions or other care facilities. |
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Student Placement
Justification |
Sec. 300.320(a)(5) Justification, if student not participating with nondisabled
children in the reglar class and in the general education curriculum |
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Student Placement
Coordination |
Sec. 300.115 Coordinated with general education classroom, schedules,
activities and programs. |
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State and District Assessments
List Assessments |
Sec. 300.320(1)(6) Lists assessments student will take (See also Sec.
300.160 for additional requirements). |
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State and District Assessments
Specific Needs |
Sec. 300.320(1)(6) Specifies needed accommodations and modifications for
each test. (See also Sec. 300.160 that IEP Team must not select accommodations that invalidate the test). |
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State and District Assessments
Alternate Assessment |
Sec. 300.320(1)(6)(ii) and Sec. 300.160 If not participating in the regular
assessment, aligned with challenging standards. Parent should be informed of the differences between grade-level assessments and those based on modified or alternate academic standards, including any effects on the students education (such as whether only satisfactory performance on a regular assessment would qualify a student for a regular high school diploma). |
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Other Considerations
Case Manager |
It is a good idea to assign a case manager or primary contact for the
parent. |
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Other Considerations
Who is Responsible |
Person(s) responsible for implementing the IEP should be clearly listed i.e.
special education teacher, general education teacher, specialist, aide, parents, students, other. |
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Other Considerations
Extended School Year |
Sec. 300.106 Extended School Year (ESY) special education and related
services beyond the normal school year (or outside of the school day) based on a childs unique needs and IEP recommendation. Note: some states consider whether ESY services are needed to retain or recoup skills. |
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Transition Plan
Plans for Transition |
Consider 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) |
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Transition Plan
Input from Service Providers |
Includes input from service providers in current setting and future setting .
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Secondary Transition
Student Takes Active Role |
Sec. 300.321(a)(7) whenever appropriate (required by age 15) the student
takes active role in planning and attending IEP |
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Secondary Transition
Classes Needed |
Sec. 300.320(b)(2) Types of classes needed and type of diploma planned for
student to meet goals (this may need to begin in middle school). |
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Secondary Transition
Postsecondary Goals |
Sec. 300.320(b)(1) and Sec. 300.43(a)(2)Includes appropriate measurable
postsecondary goals based on student needs, strengths, preferences and interests |
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Secondary Transition
Transition Services |
Sec. 300.43 Coordinated set of activities to prepare a student for postsecondary
goals including the specific instruction, transition services, related services, community experiences, employment and adult living, and postsecondary education. Needs and other agencies to be iinvolved must be included, |
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Secondary Transition
Reaching Postsecondary Goals |
Sec. 300.320(b)(2) Postsecondary goals include postsecondary education,
vocational education, integrated employment, continuing and adult education, adult services, independent living and community participation, |
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Secondary Transition
Student at Age 18 |
Sec. 300.320(c) At least 1 year before age 18 (age of majority), information
about what parental rights will transfer to student at age 18 must be given to the parent and student. |
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Secondary Transition
Summary of Performance |
300.305(e)(3) Summary of Performance for students who are graduating or
who will exceed the age of eligibility for special education includes the childs academic achievement, functional performance and recommendations on how to assist the child in meeting the childs post-secondary goals. |
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Prior Written Notice
Proposed Action |
Sec. 300.503 Written notice must be given before a change in the
identification, evaluation, or educational placement of the child, or provision of FAPE or if the school refuses a parent request for a change. The notice much include a description of the action proposed or refused. |
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Prior Written Notice
Understandable Language |
Sec. 300.503(c) The notice must be written in language understandable to
the general public and provided in the native language of the parent or other mode of communication used by the parent. |
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Prior Written Notice
Proposed Action - Reason |
Sec. 300.503(b)(2) Reason why the agency proposes or refuses to take the
action. |
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Prior Written Notice
Description of Evaluations |
Sec. 300.503(b)(3) Description of each evaluation procedure, assessment,
record, or report the agency used as a basis for the proposed or refused action. |
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Prior Written Notice
Other Options |
Sec. 300.503(b)(3) Description of other options that the IEP Team
considered and the reasons why those options were rejected. |
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Prior Written Notice
Other Factors |
Sec. 300.503(b)(7) A description of other factors that are relevant to the
agencys proposal or refusal. |
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Prior Written Notice
If Parent Disagrees |
Sec. 300.503(b)(4) What steps to take if parent disagrees. Note: if a parent
is in disagreement, refer to the procedural safeguards notice for rights and/or call the state parent training and information center. http://www.taalliance.org/ptidirectory/ |
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Additional Reviews
Annual Goals |
Sec. 300.324(b) Periodically and at least once a year the IEP team should
review whether the annual goals are being achieved and revise the IEP as appropriate. |
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Additional Reviews
Reevaluation |
Sec. 300.324(b)(ii)(B) Results of any reevaluation. Note: Sec. 300.303
requires an evaluation if the childs educational or related services needs, including improved academic achievement and functional performance are not being met or a parent or teacher requests (unless the specific evaluation requested is less than one year old). |
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Additional Reviews
Information about Child |
ISec. 300.324(b)(ii)(B) information about child provided to or by parents
related to reevaluations. |
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Additional Reviews
Childs Needs |
Sec. 300.324(b)(ii)(D) Anticipated needs of the child.
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Additional Reviews
Other matters |
ISec. 300.324(b)(ii)(E) Other matters including special factors or failure to
meet transition objectives. |
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Additional Reviews
Revisions |
Sec. 300.324(a)(4) Revisions can be made by the IEP team or through a
written document to amend or modify the childs current IEP that has been agreed to by the parent and the school. The IEP Team must be informed of the changes. |