Coweta County Special Education Department

IEP COMPLIANCE REVIEW

School Section: Complete the gray sections below and email form as an attachment to your special education consultant.

Student Name: School: Date: Case Manager:

Peer Review: Date: ISC Review: Date: Consultant 1st Review: Date: Consultant 2nd Review: Date:

School Section: Indicate Yes or No or N/A next to each question. Yes or “y” - means this part has been checked and is correct. No or “n” - means this part is not correct and see comment at end of checklist. N/A or na- means this item is not applicable to this student

Coweta County Special Education Department Form updated: November 2009 Coweta County Special Education Department Form updated: November 2009 Begin/ End Dates Correct? End date: 364 days from the meeting date? Meeting purpose defined? Grade This is the grade they are in when the IEP is written. School Year This is the school year that the IEP is written. May include both school years that the IEP covers. Address and Phone number verified? Changes must be given to the Infinite Campus clerk at your school. Are Primary/Secondary Eligibility Dates correct? Due within next year? Addressed? Present Level: Updated Testing? Is CRCT Data broken down by Domains? Present Level: Strengths: Is only relevant information indicated and it does not contradict needs or weaknesses? Present Level: Needs: Do needs match goals? Was a weakness addressed for the areas of the CRCT that the student DNM? Present Level: Parent concerns: were parent input/concerns indicated and addressed? Present Level: Impact: Is the disability indicated (not just LD but what the processing deficits are, etc) and in general how it impacts involvement and progress in the curriculum Transition Plan addressed, if required? Behavior Intervention Plan appropriate? if EBD, is BIP included? If behavior is area of need for any student is BIP included? Is BIP based on FBA? If BIP is needed is form completed and correct? Assistive Technology? AT consideration form completed? DOR Form: is eligibility due? Is DOR form included and correct? Was Reevaluation Determination Conference Form completed? Annual Goals: do the goals match the needs? Are goals measurable? Are current levels based on data and match data in needs? Are objectives included for students taking the GAA? Special Education Services: are services indicated that are necessary to assist students in advancing toward attaining annual goals, to be involved and make progress in the general curriculum, to participate in extracurricular and other educated and participate with other nondisabled students in academic, non-academic, and extracurricular activities? Related Services: are related services indicated that are necessary to assist the student to benefit from and Transportation, if necessary, should be indicated here. Special Transportation: If listed, is special transportation decision making form attached? Instructional Accommodations: are instructional accommodations indicated that are necessary to enable goals and to be involved in and make progress in the general education curriculum? Classroom Testing Accommodations: are classroom testing accommodations indicated that are necessary his/her goals and to be involved in and make progress in the general education curriculum? Supplementary Aids and Services: are aids and services indicated that are necessary to enable the student to be involved in and make progress in the general education curriculum, to participate in extracurricular and other participate with nondisabled students? Supports for School Personnel: are necessary trainings or supports for system staff regarding the student’s specific need indicated? Options Considered and Accepted: were all options along the continuum Cowetaconsidered? County Were Special specific Education Department subject areas indicatedForm nextupdated: November 2009 to any collab, co-teach, consult, supported, or separate class services? Statewide Testing Accommodations: are accommodations specific and also listed in classroom testing accommodations? Placement Considerations and Minutes (Option 1 or 2): Option 1 or 2 selected correct? If required, is Option 2 rationale appropriate Parent Contacts: appropriate contacts indicated? Written Notice of IEP sent? Excusal form included if necessary IEP Participants: were the required minimum participants indicated? Begin/ End Dates Correct? End date: 364 days from the meeting date? Meeting purpose defined? Grade This is the grade they are in when the IEP is written. School Year This is the school year that the IEP is written. May include both school years that the IEP covers. Address and Phone number verified? Changes must be given to the Infinite Campus clerk at your school. Are Primary/Secondary Eligibility Dates correct? Due within next year? Addressed? Present Level: Updated Testing? Is CRCT Data broken down by Domains? Present Level: Strengths: Is only relevant information indicated and it does not contradict needs or weaknesses? Present Level: Needs: Do needs match goals? Was a weakness addressed for the areas of the CRCT that the student DNM? Present Level: Parent concerns: were parent input/concerns indicated and addressed? Present Level: Impact: Is the disability indicated (not just LD but what the processing deficits are, etc) and in general how it impacts involvement and progress in the curriculum Transition Plan addressed, if required? Behavior Intervention Plan appropriate? if EBD, is BIP included? If behavior is area of need for any student is BIP included? Is BIP based on FBA? If BIP is needed is form completed and correct? Assistive Technology? AT consideration form completed? DOR Form: is eligibility due? Is DOR form included and correct? Was Reevaluation Determination Conference Form completed? Annual Goals: do the goals match the needs? Are goals measurable? Are current levels based on data and match data in needs? Are objectives included for students taking the GAA? Special Education Services: are services indicated that are necessary to assist students in advancing toward attaining annual goals, to be involved and make progress in the general curriculum, to participate in extracurricular and other educated and participate with other nondisabled students in academic, non-academic, and extracurricular activities? Related Services: are related services indicated that are necessary to assist the student to benefit from and Transportation, if necessary, should be indicated here. Special Transportation: If listed, is special transportation decision making form attached? Instructional Accommodations: are instructional accommodations indicated that are necessary to enable goals and to be involved in and make progress in the general education curriculum? Classroom Testing Accommodations: are classroom testing accommodations indicated that are necessary his/her goals and to be involved in and make progress in the general education curriculum? Supplementary Aids and Services: are aids and services indicated that are necessary to enable the student to be involved in and make progress in the general education curriculum, to participate in extracurricular and other participate with nondisabled students? Supports for School Personnel: are necessary trainings or supports for system staff regarding the student’s specific need indicated? Options Considered and Accepted: were all options along the continuum considered? Were specific subject areas indicated next to any collab, co-teach, consult, supported, or separate class services? Statewide Testing Accommodations: are accommodations specific and also listed in classroom testing accommodations? Placement Considerations and Minutes (Option 1 or 2): Option 1 or 2 selected correct? If required, is Option 2 rationale appropriate 2nd review: A second review of the student’s IEP was completed and noted below are items that continue to be out of compliance.Parent These Contacts: items MUST be corrected immediately. (Please note that a copy of this request has been sent to theappropriate building contactsadministrator.) indicated? Written Notice of IEP sent? Excusal form I. Front Page Information: included if necessary IEP Participants: were the required minimum participants indicated? II. Present Levels of Academic Achievement and Functional Performance:

Testing information:

Part A. Transition Plan:

Part B. Strengths:

Part C. Needs:

Part D. Parent concerns:

Part E. Impact:

III. Special Factors:

Behavior Plan form:

Extended School Year (ESY) form:

Determination of Reevaluation (DOR) form:

IV. Annual Goals:

V. Special Education Services:

Related Services:

Coweta County Special Education Department Form updated: November 2009 Instructional Accommodations:

Classroom Testing Accommodations:

Supplementary Aids and Services:

Supports for School Personnel:

Options Considered and Accepted:

Statewide Testing Accommodations:

VI. Placement Considerations and Minutes (Option 1 or 2):

VII. Parent Contacts:

VIII. IEP Participants:

Coweta County Special Education Department Form updated: November 2009