2.  Students receiving Special Education services must have an IEP.  IEPs must be reviewed and/or re-done yearly.  IEPs are a legally binding contract. Whatever is in the IEP must be done BY LAW!

3.  Booklet of legal information that must be given to the parent’s at every meeting.  Basically says:  Parents have the right to view their students file at any time.  Parents have the right to call an IEP meeting at any time.  If an agreement can’t be reached on terms of the IEP the parent is entitled to a Due Process Hearing.

4. 1. Student Information. 2. Present Levels of Performance. 3. Special Factors. 4. Annual Goals. 5. Services. 6. Assessments. 7. Curriculum. 8. Transition. 9. Graduation. 10. Participants.

5.  Student Name  DOB  IEP Date  IEP Due Date  Educational Classification

6.  Also known as a PLAFP.  States what the student can do, can’t do, and needs to do, citing any relevant testing or data.  States how the student’s disability adversely affects them.  States why the student needs certain skills.

7.  Addresses special needs such as: communication devices, behavioral strategies, and deaf and blind needs.

8.  Also know as MAGs.  What the student is going to be working on throughout the year.  The broad picture.  Categories include: reading, math, communication, functional skills, life skills, motor skills, speech, etc.

9.  Breaks the MAG into smaller, more detailed, parts.  Gets more specific about the steps the student is going to have to take to accomplish the MAG.

10.  What the school is going to provide to help the student succeed in Regular and Special Education classes.  Some examples: Special education classes, peer tutor support, paraprofessional support, speech therapy, occupational therapy, physical therapy, vision services, counseling, etc.  Transportation is also a service.

11.  Assessments of what the student knows is required for all students.  Student’s with special needs may still use the same assessment measure/test, but have it adapted or modified.  Adaptations: do not change the test itself, changes the environment. For example: better lighting, different room, extended time, large print, use of a calculator, etc.  Modifications: change the administration of the test itself. For example, someone reading and paraphrasing instructions.  Students who still cannot participate in state assessments even with adaptations and modifications are alternatively assessed.  Alternative Assessment: One language task and one math task. Each administered by three different assessors and in three different environments. Tasks are picked based on IEP goals.

12.  Listing ways regular education curriculum (mainly P.E.) has to be adapted or modified for the student. Most Life Skills students use adaptive P.E. to fulfill the curriculum requirement.

13.  Must be done for students 16 and older.  Plans for their post-high school future.  Notice of Age of Majority:  Must be done for students 16 and older.  Informs the parents of the fact that once their student is 18 they are recognized as adults in the eyes of the law.  At this point in time the Guardianship Process is discussed:  Parents may go to court and petition for guardianship rights over their adult child’s decisions (i.e. medical, financial).  A legal proceeding where both parties have attorneys and petition a judge.

14.  Lists any special accommodations for graduation (i.e. the student is not responsible for meeting attendance requirements).

15.  Discusses the student’s eligibility for ESY (extended school year).  Determines if the student is going to maintain initial placement, maintain current placement, or change placement.  Signatures of all the IEP team members.

16.  An administrator or district personnel that can represent the school district.  Regular Education Teacher.  Special Education Teacher.  Student.  Parents.  Support staff (speech, OT, PT, nurse, vision, counselor, etc.)