GENERAL:

1. Remember to move your student's file to "Pending" prior to beginning the IEP.

2. Check to make sure that the Meeting date is correct and has not imported from the previous years' IEP date.

3. Spell/Grammar check the document prior to sending it home to the parent.

4. Those in attendance: Required members must be listed. They are as follows: LEA representative, Special Education Teacher, Regular Education Teacher,  Student (if present), and Agency rep for transition (if present).

5. Don't forget to sign the IEP notice letter and provide contact information at the bottom of page one. Also, please send Ms. Lambert the original parent-signed copy of the notice letter as well as a copy of page one.

PLOP:

1. State/District Assessments:  Give a reference for test scores cited and include benchmark assessment information.

2. Needs section:  Reevaluation re-determination MUST be addressed for the students whose eligibilities are due the following year.  Use look up to indicate team decision. Once you have populated it in the needs section, you may alter it if necessary to reflect any additions or changes. Complete the sentence with the student's eligibility category(s) if choice 2 is selected. Complete the reevaluation re-determination form from SEMS and make sure that parent signature has been procured; send signed forms to Pam . If the student is to be re-evaluated, have the parent sign the re-evaluation consent. A copy of the parent rights may also need to be given at this time. Send all original documents to Ms. Lambert when signatures are obtained.

3. Include a statement from the parent. This should be obtained prior to the meeting via a phone call, personal contact or from a comments sheet sent home. It can also be presented personally if the parent attends the meeting.

SPECIAL FACTORS:

1. EBD students MUST have a Behavior Intervention Plan (a). Other students with behavioral needs may also need a BIP, but may not be required, depending on the severity of the problems. In some cases, you may have behavioral goals, but not need a BIP. This document should be attached to the IEP when it is sent home to the parent. In most cases, a FBA (on SEMS) should also be completed.

2. Speech students MUST have their communication needs described (d).

3. If you read section "f." -Assistive Technology on the Special Factors section you will see that either the YES or the NO must be checked and regardless of the decision, you must explain it in the box at the end of section II. The look-ups provide you with examples of the typical options. Choose the one that applies. All students should have a GPAT checklist maintained in the student's school Sp. Ed. File.

4. Be careful with (g) - see look up. Check "yes" ONLY for those students who cannot access instructional material through print (non readers).  Check auditory and electronic; use look up statement.  If the answer to (g) is "no" - oral reading and electronic reading can still be considered in section VI - Student Supports!! This will mean that you will need to provide the student w/ instructional materials that are read aloud to him or provided electronically; he/she will not use print to access content materials since he/she is a non-reader. Any student who has Oral reading of Reading Passages should also have this area addressed.

GOALS:

1. When writing your IEP goals remember to assign a number to your goals on that SEMS page. If you do not, any changes you make to the goal at a later date will not "stick" and will revert to the original form.

2. Any need you identified in your PLOP should be addressed as a general goal. Remember that the progression from the goal to the Criteria for Mastery to the Method of Evaluation must be logical and should be related to a current level or measured event (such as dolch words, IRI's, STAR, number of behavioral events, etc.) . The Criteria for Mastery should reflect a projected improvement from that current level or measured event. The Method of Evaluation should be MEASURABLE and should be able to be conducted at least every 9 weeks so that progress can be reported to parents.

3. Students with EBD, SDD (soc./emot./beh. delays), OHI and  Autism Spectrum Disorders services should have goals that address behavioral, attention/concentration/impulsivity and/or social needs.

4. Only students who require a GAA should have short-term objectives. To access the page for each short-term objective that is related to the Goal, click on the look-up beside Goal #1 and you will get a screen with the others listed, click to change to another long-term goal.

SUPPORTS:

1. Any testing accommodations should also be addressed at the classroom level in the Support section as is appropriate.

2. The section entitled SUPPORTS FOR SCHOOL PERSONNEL is intended to address any supports that the teachers may need to provide services to the student over and above what is typically provided. If there are none, indicate "N/A" or "none needed."

TESTING ACCOMODATIONS:

1. When completing the Testing Accommodations section, please refer frequently to your Accommodations Manual. We want to limit non-standard testing.

2. Remember that on the CRCT Reading of Reading Passages is only to be used in very rare situations and only with 3^rd grade and up. These students should fit the definition of a non-reader (SEE Testing FAQ's) and this should be addressed in section G in Special Factors. The coding will be CONDITIONAL (C). If SEMS has not corrected this as an option, leave NA checked and hand-write it in before sending to parents.

3. Calculator use: On the CRCT, this is also a Conditional accommodation and should only be used with students (6^th and up preferably),  who have a documented (See psychological or eligibility report) mathematics weakness.

4. Accommodations that are Standard or Conditional on CRCT may be non-standard on other tests such as the EOCT, ITBS or GHSGT. Refer to the manual as non-standard accommodations are to be avoided.

5. Unless absolutely necessary, Benchmarks should be given with minimal accommodations.

SERVICES:

1. Under SERVICES, please check all options that were discussed and as on our old IEP, all children should have their least restrictive environment checked as an option considered. For most of our kids the CONSULTATIVE check box is the LRE. Check SEPARATE CLASS as an option considered. Only complete the frequency, services dates, etc. on the options you accepted.

2. Related services - OT, PT, SPED transportation should be under the IX section

3. Section X is completed ONLY if the student receives services in the SPED setting (IX).  The more restrictive (20 or more hours) the more you need to explain "why" the student is being removed. You may indicate an "n/a" if the student is in all regular classes.

EXTENDED YEAR:

1. On Section XI, All children must be considered for Extended School Year. PLEASE DO NOT LEAVE the N/A checked .

PARENT PARTICIPATION:

1. Don't forget to document the parent participation in the IEP. If the parent attended, go ahead and check Parental Rights and IEP (and elig./eval if that was completed) even if you do not send them home with a copy that day, it will be sent home and will need to be documented. If the parent did not attend, indicate how you plan to send it home.

2. Parent rights should have been sent home with the IEP notice letter.

3. List all attempts to obtain parent participation (SEND SIGNED MEETING NOTICES TO Ms. Lambert ). If the parent send the original notice letter back indicating that they will attend, provide a reminder, either in writing, via a note in the planner, or a phone call and document it on this form.