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.** START Welcome participants Do Introductions Procedural Safeguard * Verify that parent received them * Review if requested * Have parent sign off on signature page. PAGE 1 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. Participants: *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. PAGE 2 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 needed. *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 “yes”. 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 PAGE 3 Strengths: *Record from staff, parents, and student. These may include interests/skills/talents evidenced in school, at home, and/or in the community. Needs: *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. Accommodations: *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. PAGE 4 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 Sheet”. *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. PAGE 5 Goals/Objectives: *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 goal/objective. *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. PAGE 6 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 accommodations. *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. Transportation: *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. Discipline: *All students are required to follow the code of conduct so every student should have “yes” checked. *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. PAGE 7 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: “Regression/Recoupment” 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 situations. “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 coordinator. 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 page. *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 sheet. *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. PAGE 8 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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