This document provides a checklist for teachers to consider when developing a student's Individualized Education Program (IEP). The checklist includes requirements for IEP team members, assessments of the student's present performance and annual goals, plans for placement, transition, and review of the student's progress. The IEP should provide accommodations and services to help the student advance in both academic and functional skills.
This document provides a checklist for teachers to consider when developing a student's Individualized Education Program (IEP). The checklist includes requirements for IEP team members, assessments of the student's present performance and annual goals, plans for placement, transition, and review of the student's progress. The IEP should provide accommodations and services to help the student advance in both academic and functional skills.
This document provides a checklist for teachers to consider when developing a student's Individualized Education Program (IEP). The checklist includes requirements for IEP team members, assessments of the student's present performance and annual goals, plans for placement, transition, and review of the student's progress. The IEP should provide accommodations and services to help the student advance in both academic and functional skills.
Based on validated research parents, students, other
IEP Checklist Measurable objectives or benchmarks Extended school year
The following is a checklist for (required for students taking alternate recommendation (if needed) teachers to consider as they develop assessments aligned to alternate Transition Plan (if necessary): the IEP. achievement standards) Plans for a smooth transition to a new Prioritized in terms of the student’s setting, i.e. elementary, middle school age and time left for schooling or high school or back to home district IEP team members include: Skills to help the student live as Includes input from service providers Required independently as possible in current setting and future setting Parent(s)/Guardian(s) Related Services, Secondary Transition Student (as appropriate) Supplementary Aids and By age 15, or before as appropriate, Special education teacher(s) Supports: student takes active role in planning District Representative(s) Help child advance toward attaining and attending IEP Mrs. Yosay annual goals Types of classes needed and type of Optional: Help child be involved in and make diploma planned for student (this Family members/Friends (invited by may progress in the general curriculum parent) need to begin in middle school) Help child participate with other Advocates Includes postsecondary goals based students with and without disabilities Specialists on student needs, strengths, Include specifics: start/finish dates: Other Professionals preferences and interests frequency: duration: location: who including: Specific transition services, related will deliver, delivery method Representatives from Adult (individual or group in class) services needs and other agencies to Service Agencies Assistive Technology devices or be included Caseworker services Activities needed to assist student in Counselors Help to access nonacademic and reaching postsecondary goals IEP team members notified extracurricular activities At least 1 year before age 18, Needed accommodations or information about what rights will and the meeting scheduled: transfer to student at age 18 In time for parents to arrange to attend modifications for educational program and assessments. Summary of Performance for students Mutually agreeable time, place & Teacher/staff training if needed to who are graduating or who will purpose implement program exceed the age of eligibility for Notice includes date, time, location, special education. purpose and attendees Special Factors: Present Level of Communication Prior Written Notice (If a Performance: Assistive Technology revision of service or change in Behavior placement or refusal of parent Student described in positive way Language (English Language Reflects parent concerns request) Learners) Includes strengths and needs Description of action proposed or Braille (for blindness/visual Results of most recent evaluations refused impairment) States academic & functional The reason for the proposed change Communication needs (for Deafness performance in objective terms The date of proposed change or hearing impairment) Results of assessments including Description of evaluations and other statewide or district-wide Placement: information used to make the decision assessments In the least restrictive environment Other options or choices described Describes how the disability affects (first option considered is school Other relevant factors involvement and progress in general where child would attend if there was What steps to take if parent disagrees education no disability) (Availability of procedural safeguards Describes academic, developmental Includes interaction with non-disabled and where to get more information) peers to maximum extent appropriate and functional needs Review (at least annually) Justification, if student not Annual Goals: participating in general education Whether annual goals being achieved Includes academic and functional Lack of expected progress in annual curriculum goals based on needs from goals and general education Coordinated with general education assessments and described in Present curriculum classroom, schedules, activities and Level section Results of any reevaluation programs Meaningful and attainable within one Information about child provided to or school year State-wide and District-wide by parents related to reevaluations Student’s involvement and progress in Assessments: Child’s anticipated needs the general education curriculum Lists assessments student will take Other matters Measurable - clear about what, how, Specifies needed accommodations and Revisions as appropriate where & when modifications Includes academic and functional If participating in an alternate goals assessment, aligned with challenging Positive Behavioral Supports standards How progress will be measured and Instruction and Adaptations: how often parents will be informed of Assignment of a case manager or progress primary contact High expectations, including how Person(s) responsible clearly listed i.e. student will keep up with or catch up special education teacher, general to non-disabled peers education teacher, specialist, aide,