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74 Cards in this Set

  • Front
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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.
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.
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.)
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.)
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.
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.
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.
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.
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.
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)
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.
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.
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.
Current Performance
Parent Concerns
Sec. 300.324(a)(ii) Should reflect parent concerns for enhancing the
education of the child.
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.
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.
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
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
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.
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.
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.
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.
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.
Annual Goals
Goals are Measurable
Sec. 300.320(a)(2)(i) Measurable - clear about what, how, where, and when
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.
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.
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).
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.
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.
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.
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.
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).
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).
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).
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)
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.
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.
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.
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
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.
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.
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.
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.
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.
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
Student Placement
Coordination
Sec. 300.115 Coordinated with general education classroom, schedules,
activities and programs.
State and District Assessments
List Assessments
Sec. 300.320(1)(6) Lists assessments student will take (See also Sec.
300.160 for additional requirements).
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).
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).
Other Considerations
Case Manager
It is a good idea to assign a case manager or primary contact for the
parent.
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.
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.
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)
Transition Plan
Input from Service Providers
Includes input from service providers in current setting and future setting .
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
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).
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
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,
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,
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.
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.
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.
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.
Prior Written Notice
Proposed Action - Reason
Sec. 300.503(b)(2) Reason why the agency proposes or refuses to take the
action.
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.
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.
Prior Written Notice
Other Factors
Sec. 300.503(b)(7) A description of other factors that are relevant to the
agencys proposal or refusal.
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/
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.
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).
Additional Reviews
Information about Child
ISec. 300.324(b)(ii)(B) information about child provided to or by parents
related to reevaluations.
Additional Reviews
Childs Needs
Sec. 300.324(b)(ii)(D) Anticipated needs of the child.
Additional Reviews
Other matters
ISec. 300.324(b)(ii)(E) Other matters including special factors or failure to
meet transition objectives.
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.