I. Introductions.
II. Statement
of purpose of the IEP Meeting.
III. Review
of assessment data including:
A. The
strengths of the child.
C. Reports
of initial or most recent evaluations.
E. Comments/questions
from members regarding assessment information presented.
IV. Determination
of student eligibility for special education services based upon:
A. Whether
the child is a "child with a disability."
B. Whether
there is an educational need for special education and related services.
V. Needs/development/revision
of the IEP including:
A. Review
of previous year's objectives.
B. Present
levels of performance or competencies of the child including:
1
. Physical.
2. Behavioral.
3. Prevocational/Vocational
(if age appropriate).
4. Academic/Developmental.
5. How
the child's disability affects the child's involvement and progress in the
general
curriculum.
6. For
preschool children, as age appropriate, how the disability affects the child's
participation
in appropriate activities.
C.
The
IEP team, if appropriate, shall consider the following special factors:
1
. Positive
behavioral interventions, strategies, and supports to address behaviors that
impede
learning.
2. The
language needs of children with limited English proficiency.
3. The
use of Braille for a child who is blind or has a visual impairment.
4. Communication
needs of the child, and for a child who is deaf or hard of hearing,
consider:
a. The
child's language and communication needs.
b. Opportunities for direct communications with peers and professional personnel
in the child' language and communication mode, academic level.
c. Full
range of needs, including opportunities for direct instruction in the child's
language and communication mode.
5. Whether
the child needs assistive technology devices and services, and if needed,
include
a
statement in the IEP that there is a:
a. Need
for assistive technology services and/or devices to receive a free
appropriate
public education (FAPE).
b. Need
for assistive technology services and/or devices to provide least restrictive
environment
(LRE).
6. Address transition for preschool children when ageappropriate.
7. Early childhood intervention services to preschool regular or special education.
8. Preschool special education to kindergarten or other school programs.
D. Address transition services:
1 . For students age fourteen or younger, a statement of the transition service needs of the
student that focuses on the student's courses of study (such as participation in vocational
education programs).
2. For
each student beginning at age sixteen (or younger, if determined appropriate by
the
IEP
team), and updated annually, a statement of needed transition services for the
student,
including if appropriate, a statement of interagency responsibilities or any
needed
linkages.
F. Need for extended year services (EYS).
1
. Meeting
the child's needs that result from the child's disability to enable the child
to be
involved
in and progress in the general curriculum, or for preschool children, to
participate
in appropriate activities.
2. Meeting
each of the child's other educational needs that result from the child's
disability.
1 . Advance appropriately toward attaining annual goals.
2. Be involved in and progress in the general curriculum.
3. Be
educated and participate with other children in extracurricular and other
nonacademic
activities.
4. Be
educated and participate with other children with disabilities and nondisabled
children
in
the activities described in IDEA.
I. Schedule of services and modifications described in the IEP.
1 . Projected date for the beginning of the services and modifications.
2. Anticipated frequency, location, and duration of those services and modifications.
1. How the child's progress toward annual goals will be measured.
2. How
the child's parents will be regularly informed of
a. Their child's progress toward the annual goals.
b. The
extent to which that progress is sufficient to enable the child to achieve the
goals
by the end of the year.
K. Indicate participation/nonparticipation in State and districtwide testing programs.
VII. Determination of placement.
VIII. Justifications.
IX. Assurances of nondiscrimination.
X. Closing
statements and signatures.
A. Review/restate major recommendations of the IEP committee.
B. If mutual agreement is not achieved, discuss options available.
1. Collecting additional data to make further decisions.
2. Requesting a third party mediator or arbitrator.
3. Agreeing to disagree, but continue to carry out the IEP.
4. Recess and reschedule the meeting if necessary.
5. Parents can request a due process hearing.
C. Obtain signatures of all persons in attendance.
D. Obtain parent permission for placement if it is an initial placement meeting.
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