Embedded Files
Use this page to access resources that will help you write your IEP. Documents below are based on best practice in conjunction with guidance from the Minnesota Department of Education.
Student Information
The student information page is the first section of the IEP. This document contains the following important information:
Student name, date of birth, grade, school information, and other demographics
Parent/guardian information
Case manager information, disability area, and federal instructional setting
Progress reporting method & frequency (click the link for examples of compliant progress reporting statements & reports)
Team member names
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
This section of the IEP contains information about how the student qualifies for special education, their strengths, needs, updates on academic progress, goal information, and for students in grades 9 or above, a description of transition needs. When writing a PLAAFP, information should be data-based and directly tied to the student's needs.
Annual Measurable Goals
Annual goals are how IEP teams address needs identified in the student's most recent evaluation report. In order to meet criteria, goals must be directly tied to the students' disability/area of need, must be measurable, and must include at least 2 measurable objectives.
Once transition is assessed, annual goals must also be tied to a transition need.
Transition Services
Secondary transition planning is the process of preparing students for life after high school and includes planning for postsecondary education or training, employment, and independent living. Legally, practices in the area of secondary transition planning are driven by IDEA 2004 (34 CFR§ 300.320(b) and (c)) .
When a student begins secondary transition planning, the IEP changes from only planning for one year at a time to instead planning for the student’s future after graduation. The ultimate goal for all students upon graduation is to be college- and/or career-ready. For students with disabilities, preparing for college, career, and community life requires intense and purposeful planning on the part of the IEP team. This planning begins with age-appropriate transition assessments that identify the students strengths, preferences, interests, and needs. It continues with the creation of postsecondary goals. The rest of the IEP, including transition services and IEP goals, is designed to support the student in reaching the postsecondary goals they’ve identified.
The Secondary Transition pages on this website will guide case managers in completing a due process compliant transition IEP. However, creating a truly successful transition IEP is much more than due process. It requires comprehensive and continuous transition planning and collaboration with the student, parent, school, community, and outside agencies.
Services
There are several sections on the service page of the IEP. The first section of this page is the Special Education and Related Services, commonly referred to as the "service grid." This section is where all the individual services needed for the student to reach their goals are specified. The services are determined by the needs identified in the evaluation report, and tie directly to the student's measurable annual goals. The amount of time for direct and indirect services is determined by the team at the IEP meeting, and is continuously evaluated based on the student's progress toward their goals. Below is an example of a completed service grid for a student that qualifies under SLD and Speech.
Quick Reference Guide to Special Education Service Delivery
Quick Reference Guide to Special Education Service Delivery
Special Education Service DeliveryThe next section of the Services page is the Paraprofessional Support grid. This is where we document the time and tasks our paras perform with students. There are a few ways we determine what a student needs in regards to para support. The first resource is our evaluation report, which outlines student needs based on formal assessment. Another way is the student time study, which is an in-depth look at what students need help with in the school setting. Finally, the Student Skills and Support Rubric is a tool that can be utilized by the IEP team to guide decisions based on student level of need.
Student Time Study.pdfThe Assistive Technology (AT) section is where the IEP Team documents any device, software, or product that helps the student overcome barriers to learning and daily tasks. Some common examples of AT are communication devices, assistive listening devices, speech to text software, and visual schedules. The main goal of AT supports are to increase the students independence in accessing curriculum and the school environment. Below is a sample writeup for a student's AT needs:
Special Education Transportation is defined as the specially adapted, door-to-door, or modified transport services provided to students with disabilities to ensure they can safely and reliably access their education and related services, as required by their Individualized Education Program (IEP). This can include specialized vehicles, accessible routes, and additional personnel like an aide or monitor, depending on the unique needs of the student to access a Free Appropriate Public Education (FAPE). All Special Transportation needs to be signed off on by your building's Principal.
When is Special Transportation Warranted?
When is Special Transportation Warranted?
Health/Medical Condition
A health/medical condition exists which involves the safety of the child or others. Health issues may include seizures, oxygen equipment, fatigue that causes the student to fall asleep on the bus, assistive devices needed to maintain a sitting position, communication issues (hard of hearing, visually impaired, nonverbal), or assistance in walking up and down stairs.
Social Behavior
The student's bus conduct requires a different mode of transportation. This will only be offered after the school psychologist and/or Social Behavior Services Coordinator design, implement, and document two interventions for the regular bus.
Accessibility
The regular bus is not accessible for the child.
Early Childhood Special Education
The child needs to attend an early childhood program to receive his/her special education services and there is not a regular bus
Special Placement
The student is attending a special program to receive the special education services identified in his/her IEP (out of district or within district) approved by the Special Services Supervisor and there is not a regular bus transporting to this specially designed program.
Process for Adding Special Transportation
Process for Adding Special Transportation
1. IEP team meeting is held & special transportation is determined to be necessary. NOTE: Special transportation needs to be reviewed at the annual IEP meeting.
2. IEP Manager completes the Request for Special Transportation form, and gives it to the building administration for signature. A behavior plan may be needed for certain circumstances.
3. Building Administrator signs off on request for special transportation section of form.
4. The Building Administrator coordinates requests for special transportation with the Transportation Director/Transportation Company.
5. Original form goes back to case managers to place in due process file.
6. Case Manager makes copies of form and routes to required parties.
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