IEP Cheat Sheet - DOC - DOC by callmemelo


									                                            IEP Mtg. Cheat Sheet
                                                  Gr. 7-12
 **If parent is not in attendance, do not proceed with the meeting unless every effort has been made to ensure
  their attendance (example: several attempts to confirm meeting, calling at the beginning of the meeting to
                     obtain permission to proceed as a phone conference or in their absence.**

Welcome participants
Do Introductions
Procedural Safeguard
        * Verify that parent received them
        * Review if requested
        * Have parent sign off on signature page.
Identifying Information:
        *Make sure everything is completed
        *Make sure the disability matches the eligibility form.
IEP Status:
        *Initial Date – fill in the date of the student’s first IEP (when the student first entered special
                  education services), if possible. If not available, note that this date is not available.
        *Ending Date - is usually the last school day for the year. This section needs to reflect that
                  services are not provided over the summer.
        *If the student is going to attend ESY summer school, you can put the dates of summer school in
                  this area. If you don’t have the exact dates, you can put a note in this box that IEP will be
                  followed during special ed. Summer school.
        *Revised Date – any time the IEP is revised, record the date here. If no room is available, make a
                  copy of page 1 of the IEP and continue recording in the Revised Date spot. Put the page after
                  page 1.
        *Inclusion teacher may sign as both reg. ed. And spec. ed.
        *The student must attend the meeting (since they are 14 years old/7th grade or older) and sign
                  all paperwork indicating that they participated in the meeting.
        *If the student is 18 years or older, they begin signing with the authority of the “parent” unless
                  guardianship has been legally transferred back to parents.
        *If IEP meeting is being held after February for an 8th grader, Woodbridge High School
                  staff must be invited.
Connecting all data sources to identify the needs of the student:
        *Visually Impaired – the student needs to have a documented visual impairment (legally
                  partially blind, blind, etc.) in order to check yes - you can note in this box that the student wears
                  glasses and check no.
        *Communication Disorder – check yes if the student receives speech/language therapy.
        *Limited Proficiency – this must be a documented fact by the ESL staff. Refer to AMSES if
        *Hard of Hearing – must have documented hearing loss/impairment.
        *Exhibits Behaviors – this pertains to things that are significant enough to write goals/objectives
                  for. This is not for work habits, etc. If this is checked, the IEP must contain goal/objectives
                  addressing the behaviors and behavior must be written under needs or have a Positive Behavior
                  Support Plan attached.
        *Assistive Technology – most students will have a “no” here. If a team member thinks the
                  student needs AT, the team or that teacher can fill out an AT referral which you will forward to
                  the district’s AT Specialist. If a referral is completed, check “no” and document that the referral
                  is being processed in the minutes. If a student does use AT (FM System, Alpha Smart, etc., check
Student’s Desired Post-High School Outcomes:
        “Employment”                        Wants to be a carpenter
                                            Wants to work in the field of aviation
                                    Undecided about future employment
       “Community Participation”    Wants to get a driver’s license
                                    Increase independence in the community
                                    Register to vote
                                    Join the Boys/Girls Club
                                    Access community services
                                    Learn how to play golf
       “Post-Secondary Ed.”         Attend U of D
                                    Attend Del Tech
                                    Take gardening class
                                    Attend truck driver training
                                    Get a degree in culinary arts
       “Independent Living”         Wants to live in an apartment with a friend
                                    Wants to live in the dorm while at college
                                    Wants to remain home with family
                                    Would like to own a home
       *Record from staff, parents, and student. These may include interests/skills/talents evidenced in
                school, at home, and/or in the community.
       *Areas of need are things that impact the student’s progress in the general education
                curriculum and that require support beyond what will be provided for all students.
       *Things that cannot be “controlled” or improved through instructional/behavioral
                goals/objectives, (like attendance, etc.) should not be recorded. These needs may be
                addressed in discussion/IEP minutes.
       *Areas of need must be specific (reading decoding, math applications, inferential
                comprehension, etc.).
       *Any area of need must be addressed through goals/objectives or accommodations (“use of
                calculator” under accommodations is not enough to address a math need.).
       *Things like attendance are not IEP need issues.
       *Areas of need must be things we can do something about.
       *Ask the team what accommodations the student needs in instruction and/or assessment in
                order to make progress in the general education curriculum. These must be things the student
                needs in their daily instructional environment on a regular basis.
       *Never write things like a specific curriculum/material, one-on-one aide, etc. unless approved
                by the Supervisor of Special Education Services.
       *This area is to record accommodations that the student needs consistent basis in order to make
                progress in class. Steer the team away from associating them with DSTP – they need to be
                classroom based. The discussion for DSTP will happen later in the IEP. This will help prevent
                people putting accommodations on page 2 just because they want the student to have that
                accommodation on the DSTP.
High School Program:
       *Check “High School Diploma” or “Certificate of Performance” based on whether the student is
                working toward completion of graduation requirements for a diploma. Refer to “Diploma Cheat
       *Check “Certificate of Performance” for students who meet DAPA eligibility guidelines.
       *If a student is severely below grade level, discuss the fact that there may come a time when
                the team needs to determine if the student is able to meet requirements for a diploma
                and document this discussion in the minutes.
Courses of Study Leading to Student’s Desired Post High School Outcomes:
       *Indicate courses/classes for the upcoming 4 years:
                Grade 7 – English/Language Arts, Math, Social Studies, Science, Related Arts
                Grade 8 - English/Language Arts, Math, Social Studies, Science, Related Arts
                Grade 9 – Humanities, Math, Science, Electives
                Grade 10 – Humanities, Math, Science, Driver’s Ed, Health, Other Electives as needed
              Grade 11 – Humanities, Math, Science, Phys. Ed., Health, Other Electives as needed
              Grade 12 – Humanities, Electives as needed
Needed Transition Services to Accomplish Post-High School Goals:
      *Leave blank if grade 7 or 8.
      *Complete if in grades 9 – 12 indicating any activities needed in order to support the student in
              working toward post-high school goals.
Need for Additional Supports:
      *If additional support is needed from outsider agencies, document agency/contact person/
              phone #.
      *Obtain parent signature on “Interagency Release of Information” and indicate this on page 4.
        *Ask the teacher(s) to summarize progress on current IEP goals/objectives and to note which
                  goal areas are mastered, and which need to be continued as written or within a new
        *Ask the teacher(s) to present the DRAFT goals/objectives.
        *Make sure goal and objectives are clear, specific, and measurable.
        *Make sure PLOPs are filled in – if this is a first time IEP the teacher making up the goal needs to
                  go to the classroom teacher and get the PLOPs.
        *When done, ask the team if they adopt the goals – note in the minutes.
        *Close out the old IEP – PLOPs on the new goals/objectives should be transferred to the next
                  update column on the old IEP and dated with the date of the IEP meeting.
Review of Assessment Date:
        *This is where you will record any assessments needed for the three-year update if it is due
                  before the next IEP.
        *Automatically write “classroom date” and “DSTP score” for every student – a Permission to
                  Evaluate does not need to be signed for these areas.
        *You may also record an AT assessment here if that was indicated on page 2.
        *Get the parent to sign the “Permission to Test” for any areas recommended and check “yes”
                  on page 5 indicating that parent permission was obtained.
        *If parent is not in attendance and testing is recommended, check “no” and make a note to
                  yourself to contact parent to review testing needed and to obtain their signature.
Participation in Statewide Testing:
        *Have the “Delaware Student Testing Program Guidelines for Inclusion of Students with Disabilities
                  and Students with Limited English Proficiency” to clarify criteria/definitions of
        *Complete all information at the top of the form:

                           District Code                      35

                                  School                  School Code
                                   WES                          776
                         Phillis Wheatley Middle                775
       *Discuss need for accommodations on DSTP testing based on what is needed on a regular basis
                in testing situations.
       *The team must have the data to support the need for an accommodation(s) (example:
                Compare test performance with and without the accommodation. Does the accommodation
                make a difference? Is the accommodation needed in order for the student to demonstrate
                knowledge/skills? )
       *#s1-10 are primarily for the deaf/blind community.
       *#10 only applies to students who use sign language.
       *If you check #46, you must check #5. Check whichever accommodations are needed.
       *If a student does not need any accommodations, #63 must be checked on the DSTP checklist.
       *If the student is exempt from the DSTP because they are participating in an Alternative Portfolio
                Assessment, an Alternative Portfolio Assessment Form must be completed, signed and
                added to the IEP. In addition, the DSTP Guidelines checklist pages at the end of the IEP
                must have #64 checked.
       *Place DSTP Checklist and/or DAPA Guidelines pages after page 5 of the IEP.
       *This will only apply to students who need something different from the rest of the students.
       *Sometimes a parent will ask for something like an aide, assigned seat, that hasn’t been done
                before. In that case, you need to note in the minutes that you will relay that to the
                Transportation Supervisor and get back to the team.
       *If a student already has a Transportation Form in the previous IEP, fill out an updated one. Go
                through it with the team.
       *If anything unusual comes up – check with the Transportation Supervisor first.
       *Invite the Transportation Supervisor, via email, to all IEP meetings for kids who already have a
                  Transportation Form or for meetings you anticipate transportation issues/questions. He won’t
                  always attend but you need to invite them. If you need him to attend a particular meeting,
                  make sure you communicate that to him.
         *Keep a copy of any transportation forms in a folder – a copy needs to go to the Transportation
                  Supervisor at district office and a copy needs to go to the nurse.
         *Place DSTP Checklist after page 5 of the IEP.
         *All students are required to follow the code of conduct so every student should have “yes”
         *If a student has a behavior plan or behavior goals, note that.
         *The team can only modify the code of conduct when administrator and the school psychologist
                  are at the meeting and there is data to back up the decision.
Extended School Year Services:
         *Have ESY cheat sheet available.
         *ESY is a service provided for students who do not receive a free appropriate education during
                  the school.
         *ESY is not summer school related to DSTP, nor is it tutoring to keep a student from forgetting
                  information or to make up for a class the student failed.
         *In order for a student to receive ESY, they must meet one of the criteria states:
                           We expect all students to forget information over the summer and we
                           know that it takes time in the fall, roughly one marking period to catch them up to where
                           they left off at the end of the year. This is the pattern that all students follow. Some
                           students still aren’t’ caught up at that point. For those students, the team needs to
                           determine if the lapse in instruction over the summer contributed to this. The team may
                           determine that the lack of recoupment is due to attendance, effort, etc. In those cases,
                           ESY is not an issue.
                  “Degree of Impairment”
                           For some students the degree of their impairment makes them eligible. This usually
                           applies to DAPA students. The team would need to determine that between the time
                           summer school ended and school began, what the student lost couldn’t be recouped
                           within the roughly the first marking period.
                  “Extenuating Circumstances”
                           This applies to things that happen out of the ordinary – a student with a disability misses a
                           lot of school due to an illness or accident, etc. Being several grades below grade level is
                           generally not an extenuating circumstance.
                  “Vocational Skills”
                           Applies to high school students who need support over the summer in vocational/job
                  “Breakthrough Skill”
                           A breakthrough skill is one that has not shown any progress all year but then blossoms at
                           the end of the year. The team could determine that to stop instruction would impede
                           the progress. This is not for a student who has been making slow progress all year and
                           begins to make fast progress.
         *If the team determines that ESY is needed, a rationale must be stated.
         *If the team determines that ESY is not needed, a rationale must also be stated
                  (example: Student does not meet eligibility criteria for ESY services.)
         *If you anticipate that there will be discuss about ESY that you are not prepared to handle,
                  contact the ESY coordinator prior to the meeting to determine if they need to be invited.
         *When in doubt, note in the minutes that the team will reconvene to discuss with ESY
Hours of Service:
                  *Hours of service indicate the amount of time a student has contact with a spec. ed. teacher or
                  a spec. ed. paraprofessional under the supervision of a spec. ed. teacher.
                  *List classes (goal areas for DAPA).
         *List hours indicating the # of hours a spec. ed. teacher (or a spec. ed. education support
                  professional under the supervision of the spec. ed. teacher) will have contact with the student.
       *Consultative Services - if the student only needs monitoring, indicate the hours a week that the
                 spec. ed. teacher will consult with the student’s teachers and write “monitor progress in the
                 general education curriculum” where the subjects would be recorded.
       *List related services (OT/PT/APE/Speech-Language, etc.) as needed.
Parent Signature:
       *Explain to parent/student that signing this page indicates that they agree with the
                 recommended hours of service and that they are aware of their “Parental Rights and
                 Procedural Safeguards.”
       *If parent/student inquires about setting, explain that the setting will be discussed on the next
       *If student is not 18 years old or older and parent does not attend, the ED needs to sign that they
                 will be responsible for forwarding paperwork to the parent. Refer to “IEP Follow-Up” cheat
       *If the student is 18 years or older, they need to sign on “parent/guardian/student” unless
                 guardianship has been legally transferred back to parents.
Least Restrictive Environment:
       “Regular Education”
                 *Check “yes” if the student is served outside of the regular classroom less than 21% of the
                          school day (1.365 hours or less per day).
       “Both in Separate Special Education Classes and Regular Education Setting”
                 *Check “yes” if the student is served outside of the regular classroom at least 21% (1.365
                          hours) of the school day and less than 60% (3.9 hours) of the school day.
                 *Check “no” for “Regular Education” and state rationale ( example: student’s name
                          requires a small group setting in order to make progress on IEP goals/objectives).
       “Separate Special Education in an Integrated Setting”
                 *Check “yes” if the student is served outside of the regular classroom more than 60% (3.9
                          hours) of the school day.
                 *Check “no” for Regular Ed and Both Special Ed and Regular Ed. and state rationale
                          (example: student’s name requires a small group setting in order to make progress on
                          IEP goals/objectives).
Home School:
       *Check “yes” if the school of attendance is the student’s home school.
       *Check “no” if the school of attendance is not the student’s home school and indicate
                 a rationale (example: “ student’s name is choiced to school name_” )
Parent Signature:
       *Explain to parent that signing this page indicates that they agree with the recommended
                 setting in which the special education services will be provided.
       *If parent does not attend, refer to “IEP Follow-Up” cheat sheet for procedures.
       *If the student is 18 years or older, they need to sign on “parent/guardian/student” unless
                 guardianship has been legally transferred back to parents.

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