2. IEP MEETING agenda date Introductions Purpose
Strengths + growth of (student’s name)
IEP GOALS
Reading Math Communication
Services Special Education: specially designed instruction Related Services: developmental, corrective, and supportive services to support mastery of annual goals and receive a free and appropriate public education.
Accommodations + modifications
Testing accommodations
Least Restrictive Environment
Signatures + next steps!
For each qualifying area, the team will determine (Student’s name) IEP goal, services, + location of services.

3. IEP MEETING Related services WHAT ARE RELATED SERVICES?
Related services are the developmental, corrective, and supportive services your child needs to meet the measurable goals and receive a free, appropriate public education (FAPE). Related services include, but are not limited to:
• Speech-language and audiology services
• Interpreting services
• Psychological services and social work services in schools
• Counseling services and rehabilitation counseling
• Physical therapy, occupational therapy, orientation and mobility services
• Recreation and therapeutic recreation
• School health and school nurse services • Medical services for diagnostic or evaluation purposes • Parent and teacher training
Wright, Peter W.D.; Wright, Pamela Darr; O'Connor, Sandra Webb. Wrightslaw: All About IEPs (Kindle Locations ). Harbor House Law Press, Inc..

4. Supplementary aids + services
IEP MEETING
Supplementary aids + services
WHAT ARE SUPPLEMENTARY AIDS + SERVICES?
Many children with disabilities need supplementary aids and services so they can participate in academic and extracurricular activities with their classmates. Supplementary aids and services are provided in regular education classes and other education settings so children with disabilities can be educated with children who are not disabled.
In summary  direct services and supports to the child, and support and training for all staff who work with the child, in all academic, extracurricular, and non-academic settings.
Supplementary aids + services include, but are not limited too:
Supports to address environmental needs (e.g., preferential seating; planned seating on the bus, in the classroom, at lunch, in the auditorium, and in other locations; altered physical room arrangement)
Levels of staff support needed (e.g., consultation, stop-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, health care assistant, instructional support assistant)
Planning time for collaboration needed by staff
Child’s specialized equipment needs (e.g., wheelchair, computer, software, voice synthesizer, augmentative communication device, utensils/cups/plates, restroom equipment)
Pacing of instruction needed (e.g., breaks, more time, home set of materials)
Materials needed (e.g., scanned tests and notes into computer, shared note-taking, large print or Braille, assistive technology)
Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps, allow student to record or type assignment)
Self-management and/or follow-through needed (e.g., calendars, teach study skills)
Testing adaptations needed (e.g., read test to child, modify format, extend time)
Training needed for personnel
IEP’s include extracurricular activities + after school programs: Extracurricular activities enhance your child’s life as a member of the school community. When IDEA was reauthorized in 2004, Congress amended the law to ensure that children with disabilities could participate in extracurricular activities and other nonacademic activities.
Wright, Peter W.D.; Wright, Pamela Darr; O'Connor, Sandra Webb. Wrightslaw: All About IEPs (Kindle Locations ). Harbor House Law Press, Inc..

5. IEP ANNUAL REVIEW timeline + checklist
BEGINNING OF THE MONTH (or 30 days before annual IEP date)
Plot out which IEPS need to be worked on each week
/call parents to nail down official meeting date
Send a tentative invite (or update the already existing tentative invite) to reflect communication is in process with parents/guardians.
Send out collaboration forms to classroom teachers and/or set up a time to meet.
Send out collaboration forms to parents/guardians
Send out official invitation
TWO WEEKS BEFORE (or 15 days before annual IEP date)
Open annual IEP + start writing the considerations and/or present levels.
Start collect IEP goal data
Input information from teachers and/or parents
Overserve student (or depending on age, talk with student about their goals)
ONE WEEKS BEFORE (or week of)
Input data
Continue to add in any information as it comes in– finish up the rough draft of the IEP.
Research standards, analyze work samples, etc.
Put meeting agenda together
Print IEP meeting documents, procedural safeguards, agenda, etc!

6. CONTINUUM OF SERVICES schools name SOCIAL-EMOTIONAL SOCIAL SKILLS
Most amount of support
schools name
Pull-out 1:1 instruction with special education teacher
Special Education teacher provides 1:1 specially designed instruction in certain qualifying areas.
Pull-out 1:1 instruction with paraeducator
Paraeducator provides 1:1 specially designed instruction in certain qualifying areas.
Pull-out small group instruction from special education teacher
Special education teacher works in room 103 with a small group to deliver individualized, specially designed instruction in qualifying areas.
Pull-out small group instruction from paraeducator
Paraeducator works in room 103 with a small group to deliver individualized, specially designed instruction in qualifying areas. This plan is monitored by the special education teacher.
Push-in instruction by special education teacher
Special education teachers push-into general education classrooms and pull a small group during designated content area times.
Push-in support by paraeducator
Paraeducator pushes into general education classroom to deliver specially designed instruction in the qualifying areas. This will often be used to help with generalization. This is overseen by a special education teacher.
Co-Teaching Model
The special education teacher is in the classroom on a regular basis and the two teachers (special education + general education teachers) co-plan, co-serve, and co-assess together.
Teacher consultation and progress monitoring
Students who receive IEP services are included in the general education setting with no direct services from a special education teacher. They may still be monitored or provided indirect supports through consultative services from the special education teacher to the general education teacher.
SOCIAL-EMOTIONAL
SOCIAL SKILLS
BEHAVIOR
READING
WRITING
Least amount of support

7. IEP collaboration form
STUDENT________________ CASEMANAGER___________
Describe the student’s strengths (you may cite observations, teacher-made or standardized assessments, and/or student work samples):
Describe the student’s involvement and progress in the general education curriculum:
Describe any accommodations/modifications you have made to address the student’s needs. For example: buddy-paired assignments, repeated/rephrased instructions, high interest/low vocabulary, additional time, seating, lunch groups, etc.)
Do you have any suggestions to increase or enhance the student’s progress in your class? If so, please describe:
Describe any supports you need to help this student to attain his/her goals and participate in the general education curriculum:
Anything else that should be incorporated into the IEP or discussed at the annual IEP team meeting?

8. parent collaboration form
STUDENT________________ CASEMANAGER___________
 1) What are your goals for your child in the next year?
2) What do you see as your child’s strengths?
3) What are your child’s greatest needs?
4) How would you describe your child’s attitude toward school?
5) How would you describe your child’s peer relationships?
6) What are your future hopes and goals for your child?
7) What are your concerns, if any, in the following areas?
Academic (math, reading, writing, science, social studies, specialists)
Emotional/Behavior/Social/Friendships:   

9. parent collaboration page 2
8) What are you most looking forward to discussing and learning at the IEP meeting?
9)Do you have any questions that you would like asked at the IEP meeting?
Thank you,

10. collaboration agreement
STUDENT________________ CASEMANAGER___________
PURPOSE
BEST FORM OF COLLBORATIVE COMMUNICATION
COLLBORATIVE ROLES + RESPONSIBLIES
COMMUNICATION PLAN WHEN FEELING (negative feeling)
AGREEMENT

11. STUDENT IEP recently implemented
PROGRESS REPORTS
JUNE 2019
STUDENT
Reading Comp
W: spelling
W: sentences
Social: positive interactions
SEL: communication
R: fluency
R: comp
B: time in class
SEL: incidences
Social: problem solving
Math Calc
Math P.S
R: sight words
R short + long
Reading comp
RC: “WH” questions
M: 2nd math
W: sentence
M: problem solving
B: guest teacher
Ask clarifying questions
SEL: response
SEL: rubric
IEP goal RC
W: sentences + evidence
S: asking for help
R.C
R: short + long
Behavior
SEL
Social
W: opinion writing
M: STAR
Study
Writing
STUDENT IEP recently implemented