IEP Forms and Explanations (Draft)

• 1. New SLD Worksheet- January 21, 2022

     1. This form must be completely filled out and placed in the physical student file with initial SLD and Re-evaluations for SLD. 

     2. All information must also be put into the ECATS Assessment Summary

     3. Please see your Program Specialist for questions/additional information. 

Initial Referrals

• Invitation to Conference

  • Send one finalized copy home 10 days prior to the scheduled meeting. 
  • Send another finalized copy home 5 days prior to the scheduled meeting. 
  • If the parent/guardian does not respond to the invitation, make a phone call home to confirm meeting. 
  • You may hold the meeting once you have made the 3 contacts above and the parent still does not attend.

• Special Education Referral

  • Be sure to consider every category that the team suspects. It is much better to suspect on this side than at eligibility and have to start all over. Don't go crazy, but look at your options. 
  • Make sure that you have all of your data ready for the meeting. Gen-Ed intervention AND progress monitoring data. Benchmark data, EOG data, Behavior Data, Attendance Data, etc...This should be collected by the MTSS team making the referral. Not the EC teacher. 
  • Do not leave the referral meeting with data missing from the referral. If you do not have Progress Monitoring data that is needed, make a plan with gen-ed in the referral meeting to gather what is needed over the next 90 days (this is especially important with Parent Referrals). 
  • 
    

• Consent to Evaluate

  • You must create a Consent to Evaluate document in ECATS. Please review carefully during the meeting to ensure that you have requested all desired evaluations and that there is a plan to obtain each one. 
  • Parents must sign Consent to Evaluate in order for the evaluations to take place. 
  • In ECATS, you must upload the signed Consent to Evaluate to the student's Documents. 
  • In ECATS, you must document the Consent to Evaluate date by: 
    • Go to EC Process Tab
    • Choose Consent
    • Under Consent to Evaluate, Choose Initial
    • Choose the Parent Response (yes or no) in the drop down menu. 
    • Enter the date that the parent signed Consent (this should match the date on the signed Consent to Evaluate)
    • Click Green SUBMIT CONSENT TO EVALUATE RESPONSE. 
• Once the Consent to Evaluate is complete, notify your psychologist (if they were not in attendance at the referral) using the School Psych Referral Form

Annual Reviews & Addendums

• Invitation to Conference

  1. Send one finalized copy home 10 days prior to the scheduled meeting. 
  2. Send another finalized copy home 5 days prior to the scheduled meeting. 
  3. If the parent/guardian does not respond to the invitation, make a phone call home to confirm meeting. 
  4. You may hold the meeting once you have made the 3 contacts above and the parent still does not attend.

• Individualized Education Plan

  1. Must be reviewed and revised at LEAST once per 364 days.
  2. May be revised several times throughout the year through amendments.
  3. Must include a Present Level of Academic Achievement & Functional Performance (PLAAF) for each goal area.
     • The PLAAF must include a statement of student's strengths & challenges based on CURRENT and RELEVANT data. 
     • Data sources must be referenced in the PLAAF with specific data points. 
     • The PLAAF must reference the need for the goal and the comparison to typical grade level norms. 
  4. Annual Goal
     • An Annual Goal is required for each area of Specially Designed Instruction (SDI) the student requires.
       • The Annual Goal should reflect the challenges and data stated in the PLAAF. 
       • Annual Goals should be specific, measurable, and align with the curriculum. 
       • Must include how Goals will be measured and reported to parent/guardians.
       • Short Term Objectives
         • Short Term Objectives are required for students on the Adapted Curriculum.
         • Short Term Objectives break the Annual Goal down into scaffolded steps
  5. Accommodations
     • Accommodations must be determined on based on data and SDI need. 
     • Accommodations are designed to provide students equitable access to education. 
     • The IEP team should carefully consider each accommodation, it's appropriateness for the student, and how it is related to the annual goals & PLAAFs. 
  6. Address any Related Services the student is eligible for and requires to meet educational progress
     • Speech
     • Occupational Therapy
     • Physical Therapy
     • Hearing Impaired Services
     • Audiology
     • Visually Impaired Services
     • Transportation
  7. Supplemental Aids and Services
     • Supplementary aids and services are intended to improve children's access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. The IEP team must determine what supplementary aids and services a child will need and specify them in the IEP.
     • Includes any assistive technology (Visual schedule,  pencil grips, modified paper, switches, etc...), communication devices, or physical supports (wheelchair, stander, etc...)
  8. Extent of Non-Participation
     • The IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities. Read how this connects to IDEA's foundational principle of LRE. 
  9. Service Delivery
     • When will the child begin to receive services? Where? How often? How long will a "session" last? Pesky details, but important to include in the IEP!

• Amending the IEP

• Prior Written Notice

  1. The PWN is one of the most important documents of any IEP meeting. 
  2. The PWN should be very detailed and specific about what happened during the meeting. 
  3. Proposals and Refusals
     • What was proposed by the team or the parent/guardian
     • What was refused and why. 
  4. Summary of Assessments
  5. Documentation of provision of Parent's Rights Handbook (Link to English Handbook) (Link to Spanish Handbook)
     • Must be provided at each IEP meeting. 
     • Document providing the handbook and if parents accepted it or waived it. 
  6. It is encouraged that a member of the team take notes during the meeting. 

Re-Evaluations

• Re-Evaluations MUST occur: 

  1. At least once every 3 years
  2. Any time the IEP team questions the eligibility of the student
  3. Any time the IEP team determines that determines that evaluation(s) is/are needed to determine the need for services.

• Invitation to Conference

  1. Send one finalized copy home 10 days prior to the scheduled meeting. 
  2. Send another finalized copy home 5 days prior to the scheduled meeting. 
  3. If the parent/guardian does not respond to the invitation, make a phone call home to confirm meeting. 
  4. You may hold the meeting once you have made the 3 contacts above and the parent still does not attend.

• Consent to Evaluate

  1. You must create a Consent to Evaluate document in ECATS. Please review carefully during the meeting to ensure that you have requested all desired evaluations and that there is a plan to obtain each one. 
  2. Parents must sign Consent to Evaluate in order for the evaluations to take place. 
  3. In ECATS, you must upload the signed Consent to Evaluate to the student's Documents. 
  4. In ECATS, you must document the Consent to Evaluate date by: 
     • Go to EC Process Tab
     • Choose Consent
     • Under Consent to Evaluate, Choose Reeval
     • Choose the Parent Response (yes or no) in the drop down menu. 
     • Enter the date that the parent signed Consent (this should match the date on the signed Consent to Evaluate)
     • Click Green SUBMIT CONSENT TO EVALUATE RESPONSE. 

• Individualized Education Plan

  1. The IEP must be addressed during the re-evaluation to reflect the new & current data that is collected during the re-evaluation.

• ADD ALL NEEDED DOCUMENTS FOR RE-EVAL