Transition Assess Interests, Preferences, Strengths and Needs by age 14*** Add Post Secondary Goals and Transition Activities by age 16 At age 16 advise student of Transfer of Rights at age 18

Cessation List date IEP Services were discontinued*** Choose Exit Reason from drop-down menu, i.e. moved or dropped out If we consider cessation/exit from services, must reevaluate first

Evaluation Initial / Formal Evaluation and Reevaluation

Initial Evaluation Use Formal Eval Design grid form*** For OT/PT concerns, write “Observation/ screening and/or assessment if warranted” After meeting, design grid to all persons who will evaluate Enter dates only into Goalview Folder 8***

Parent Request for Evaluation 90 day timeline begins on the date we receive the written request Schedule a formal evaluation design meeting as soon as possible Involve your school psychologist and liaison If parent shares a private evaluation, ask their intent in doing so

Reevaluation Required every 3 years after initial placement*** For Developmentally Delayed students, required before they turn 8 or enter 3 rd grade Required before adding/deleting a related service, and before IEP cessation If using existing data only, summarize it in Evaluations section of Present Levels If gathering additional data, get written parent consent

Disability Eligibility Determination and Need for Specially Designed Instruction

Disability Determination Is the student eligible?*** Summarize evaluation results from PLEP Reference disability definition from Policies policies-governing-services-for-children-with- disabilities/policies-children-disabilities.pdf policies-governing-services-for-children-with- disabilities/policies-children-disabilities.pdf

Is Special Ed Needed? Does the student require Specially Designed Instruction?*** If not, skip to Procedural Safeguards If the student does not require an IEP, consider whether a 504 or MTSS Plan is needed

Course of Study Grade-level Standards in elementary/middle usually lead to Future Ready Core in high school*** Modified Standards require persistent academic disabilities (2 or more years behind) and usually lead to Occupational Course of Study Extended Standards require significant cognitive disabilities and lead to a certificate, not a diploma

Special Education and Related Services Services grid no longer has to list Reevaluation or Accommodations*** Para support as Sp Ed in Gen Ed only for direct service/generalization prescribed/supervised routinely by Sp Ed teacher (not shadowing/redirecting) Service Delivery Location can no longer say “School wide” or “General Ed and Special Ed classrooms” OT, PT, Speech, Transportation (Transp Eval to Liaison)

Accommodations Accessibility and Instruction are the most commonly used sections.*** Cannot say “as needed.” Describe when. Note a BIP and a modified day here. List test accommodations to document routine use.

Testing Participation No more EXTEND2. Instead, EOG’s/EOC’s will be “computer-adaptive.”*** Extend1 is still available List District Wide Assessments to cover all local assessments Be specific. Describe when needed.

LRE/Participation (Least Restrictive Environment) Provide pull-out support only when push-in doesn’t work*** Exhaust all resources at the district school Change to Maximum Service must involve Liaison/Specialist Maximum Service typically means Separate level

Procedural Safeguards Prior Written Notice

Options Chosen List options considered and chosen; explain why*** Include any IEP sections where major discussion occurred Example: The IEP team decided to add 30 minutes daily of reading instruction in the resource room to Jane’s IEP, since the push-in support provided during the fall semester has not resulted in adequate gains in her basic reading skills, according to progress monitoring data.

Options Rejected List options considered and rejected; explain why Include parent proposals Describe other relevant factors, if any Example: The IEP team considered the parent’s suggestion that John receive Extended School Year services in math but rejected this option, since quarterly progress reports indicate that he has mastered his computation goals and is making steady progress with word problems, showing no regression.

Consent and Notes Written parent consent is ONLY required for:*** Initial service proposal for special education (First IEP) Initial service proposal in North Carolina (Out-of-state transfers) Proposal to conduct a reevaluation (Gather additional data) Leave Notes section blank; use separate Signature/Notes page. eU52Q19tNTg/edit