Q IEP Is Written to Provide Specially Designed Instruction

Tri-County IEP Checklist

 IEP is written to provide specially designed instruction  Updated Student and Parent Information  Student Strengths Must include some statement to this.  Parental Concerns Must include some statement to this.

Present Levels of Academic Achievement and Functional Performance:  Needs are identified in PLAAFP and addressed somewhere in the IEP  Current Academic Achievement and Functional Performance . Include statement of whether student is following General Education Standards or Extended Standards  Impact of Exceptionality  Baseline Data

Transition:  Transition Assessment Information  Measureable Post-Secondary Goals  Courses of Study  16 or older: KRS notification

Measureable Goals:  Are based on needs in PLAAFP  Contain: . Criteria identifies how much, how often, or to what standards the behavior must occur in order to demonstrate that the goal has been reached. The goal criterion specifies the amount of growth the child is expected to make by the end of the annual goal period. . Condition specify the manner in which progress toward the goal is measured. Conditions are dependent on the behavior being measured and involve the application of skills or knowledge. . Behavior clearly identifies the performance that is being monitored, usually reflects an action or can be directly observed, and is measurable. . Time Frame usually specified in the number of weeks or a certain date for completion. A year is the maximum allowed length for the timeframe.  Goals are not written for containing passing grades in regular education courses

Explanation of the Extent the child will not participate with non-exceptional children in regular class:  Explanation is included that explains Least Restrictive Environment  Student is pulled from general educational classroom only if the nature or severity of the disability is such that education in general education classes with the use of supplementary aids and services or modifications cannot be achieved satisfactorily Special Education and Related Services:  Provides a clear picture of special education and related services provided  Includes Projected date for the beginning of each of the services  Includes Frequency/Location/duration of each of the services

Supplementary Aids and Services:  Lists such as paraeducators, accommodations, technology devices, interpreters

Program Modifications and Supports for Personnel:  Modifications to academic, behavioral or other programs are listed here  Supports for Personnel, such as training to certified staff as well as paraprofessionals which is needed to support this student

Potential Harmful Effects:  List possible effects of special education placement

State Assessments:  The IEP team is to make the decision which assessment is appropriate for the child for each curricular area being assessed in that child’s grade level during the upcoming IEP year. These options include the: . Kansas State Assessment, . Kansas Assessment with Modified Measures (KAMM) . Kansas Alternate Assessment (KAA).  List appropriate assessment with needed (and specific), state approved accommodations  Provide explanation of why assessment was chosen  Complete Tri-County State Assessment Determination Rubric (keep in student file so that it follows the student)

Behavior Intervention Plan:  Include, if necessary

Procedural Dates are included:  Hearing and vision (and are up to date)  Start and End Dates  Anticipated Service lines match Special Education Services and Related Services in the IEP.

During IEP:  Mark how the child’s progress toward annual goals will be measured.  Mark when periodic reports on progress will be provided  Mark that Parental Rights were offered (even if mailed)  Signature Page – includes 4 mandatory participants: regular education teacher, special education teacher, Parent, LEA (school/district) Representative  Spectra form signed  All other Medicaid forms signed if in Related Services