II. Statement of purpose of the IEP Meeting.
III. Review of assessment data including:
A. The strengths of the child.
C. Reports of initial or most recent evaluations.
E. Comments/questions from members regarding assessment information presented.
IV. Determination of student eligibility for special education services based upon:
A. Whether the child is a "child with a disability."
B. Whether there is an educational need for special education and related services.
V. Needs/development/revision of the IEP including:
A. Review of previous year's objectives.
B. Present levels of performance or competencies of the child including:
1 . Physical.
3. Prevocational/Vocational (if age appropriate).
5. How the child's disability affects the child's involvement and progress in the general
6. For preschool children, as age appropriate, how the disability affects the child's
participation in appropriate activities.
C. The IEP team, if appropriate, shall consider the following special factors:
1 . Positive behavioral interventions, strategies, and supports to address behaviors that
2. The language needs of children with limited English proficiency.
3. The use of Braille for a child who is blind or has a visual impairment.
4. Communication needs of the child, and for a child who is deaf or hard of hearing,
a. The child's language and communication needs.
b. Opportunities for direct communications with peers and professional personnel
in the child' language and communication mode, academic level.
c. Full range of needs, including opportunities for direct instruction in the child's
language and communication mode.
5. Whether the child needs assistive technology devices and services, and if needed, include
a statement in the IEP that there is a:
a. Need for assistive technology services and/or devices to receive a free
appropriate public education (FAPE).
b. Need for assistive technology services and/or devices to provide least restrictive
6. Address transition for preschool children when ageappropriate.
7. Early childhood intervention services to preschool regular or special education.
8. Preschool special education to kindergarten or other school programs.
D. Address transition services:
1 . For students age fourteen or younger, a statement of the transition service needs of the
student that focuses on the student's courses of study (such as participation in vocational
2. For each student beginning at age sixteen (or younger, if determined appropriate by the
IEP team), and updated annually, a statement of needed transition services for the
student, including if appropriate, a statement of interagency responsibilities or any
F. Need for extended year services (EYS).
1 . Meeting the child's needs that result from the child's disability to enable the child to be
involved in and progress in the general curriculum, or for preschool children, to
participate in appropriate activities.
2. Meeting each of the child's other educational needs that result from the child's disability.
1 . Advance appropriately toward attaining annual goals.
2. Be involved in and progress in the general curriculum.
3. Be educated and participate with other children in extracurricular and other
4. Be educated and participate with other children with disabilities and nondisabled children
in the activities described in IDEA.
I. Schedule of services and modifications described in the IEP.
1 . Projected date for the beginning of the services and modifications.
2. Anticipated frequency, location, and duration of those services and modifications.
1. How the child's progress toward annual goals will be measured.
2. How the child's parents will be regularly informed of
a. Their child's progress toward the annual goals.
b. The extent to which that progress is sufficient to enable the child to achieve the
goals by the end of the year.
K. Indicate participation/nonparticipation in State and districtwide testing programs.
VII. Determination of placement.
IX. Assurances of nondiscrimination.
X. Closing statements and signatures.
A. Review/restate major recommendations of the IEP committee.
B. If mutual agreement is not achieved, discuss options available.
1. Collecting additional data to make further decisions.
2. Requesting a third party mediator or arbitrator.
3. Agreeing to disagree, but continue to carry out the IEP.
4. Recess and reschedule the meeting if necessary.
5. Parents can request a due process hearing.
C. Obtain signatures of all persons in attendance.
D. Obtain parent permission for placement if it is an initial placement meeting.
Every Child Deserves a Certain Amount of Dignity