Check list for IEP meeting

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Southern New Hampshire University *

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5500

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Psychology

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Feb 20, 2024

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Check list for IEP meeting: 6 th Grade ELAR teacher. What to do before the meeting: Diagnostician:  Review existing evaluation data.  Provide the information to the parents.  Decides if a child needs special education and related services. Case Manager:  Review existing evaluation data.  Provide the information to the parents.  Decides if a child needs special education and related services. Principal:  Provide the most current version of the Parent’s Guide to parents of students with disabilities before the first ARD committee meeting or when a parent requests it. LEAs are responsible for the initial dissemination of the Parent’s Guide; however, LEAs may provide updated versions to the parent when requested.  Make sure parent’s Guide is available in the home language.  Identify all members of the committee attending IEP meeting.  Read the assurances in the meeting. Special Education Teacher:  Maintain a record of dissemination in the child’s eligibility folder in case of a compliance review through the State’s monitoring system.  Make sure parent’s Guide is available in the home language.  Review existing evaluation data.  Provides the present levels of academic achievement.  Decides whether any additions or modifications to the special education and related services are needed to enable the child to meet their measurable goals set out in IEP. General Education Teacher:  I collect work samples every grading period.  I collect Benchmark scores quarterly.  I gather state test scores annually.

 I keep track of grades/progress reports/report cards for each grading period.  I create a communication Log and update every week.  I communicate with parents about student’s progress weekly.  I communicate with Special Education teachers with progress on goals weekly.  I complete a teacher input form for the Special Education teacher the week before the meeting. What to do and bring during the meeting: Diagnostician:  Create an IEP that includes a statement of measurable academic and functional goals.  For the child who takes an alternate state assessment aligned to alternate achievement standards, the ARD committee must include in the child’s IEP a description of benchmarks or short-term objectives.  Share how the child’s progress towards meeting the annual goal will be measured and when they will be measured.  Consider the use of positive behavioral interventions and supports including other strategies to address that behavior.  In the case of an emergent bilingual child, consider the language needs of the child as such needs relate to the child’s IEP.  The IEP must include an explanation of the extent to which the child will not participate with non-disabled children in the regular classroom, extracurricular and other non-academic activities.  Determine the appropriate instructional setting for the child and specify the instructional setting in the IEP.  Develop a transition plan for students 14 and up. Case Manager:  Create an IEP that includes a statement of measurable academic and functional goals.  For the child who takes an alternate state assessment aligned to alternate achievement standards, the ARD committee must include in the child’s IEP a description of benchmarks or short-term objectives.  Share how the child’s progress towards meeting the annual goal will be measured and when they will be measured.  Consider the use of positive behavioral interventions and supports including other strategies to address that behavior.

 In the case of an emergent bilingual child, consider the language needs of the child as such needs relate to the child’s IEP.  The IEP must include an explanation of the extent to which the child will not participate with non-disabled children in the regular classroom, extracurricular and other non-academic activities.  Determine the appropriate instructional setting for the child and specify the instructional setting in the IEP.  Develop a transition plan for students 14 and up. Principal:  Create an IEP that includes a statement of measurable academic and functional goals.  For the child who takes an alternate state assessment aligned to alternate achievement standards, the ARD committee must include in the child’s IEP a description of benchmarks or short-term objectives.  Share how the child’s progress towards meeting the annual goal will be measured and when they will be measured.  Consider the use of positive behavioral interventions and supports including other strategies to address that behavior.  In the case of an emergent bilingual child, consider the language needs of the child as such needs relate to the child’s IEP.  The IEP must include an explanation of the extent to which the child will not participate with non-disabled children in the regular classroom, extracurricular and other non-academic activities.  Determine the appropriate instructional setting for the child and specify the instructional setting in the IEP.  Develop a transition plan for students 14 and up. Special Education Teacher:  Create an IEP that includes a statement of measurable academic and functional goals.  For the child who takes an alternate state assessment aligned to alternate achievement standards, the ARD committee must include in the child’s IEP a description of benchmarks or short-term objectives.

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 Share how the child’s progress towards meeting the annual goal will be measured and when they will be measured.  Consider the use of positive behavioral interventions and supports including other strategies to address that behavior.  In the case of an emergent bilingual child, consider the language needs of the child as such needs relate to the child’s IEP.  The IEP must include an explanation of the extent to which the child will not participate with non-disabled children in the regular classroom, extracurricular and other non-academic activities.  Determine the appropriate instructional setting for the child and specify the instructional setting in the IEP.  Develop a transition plan for students 14 and up. General Education Teacher: The order of this meeting is determining student eligibility, goals and objectives, looking at academic performance (test scores, classroom function, daily grades), schedule of services, accommodations/modifications, educational placement and come to an all agreeance. As the general education teacher, I will bring:  Work samples  Benchmark scores  State test scores  Grades/progress reports/report cards  Communication Log  Give personal input about attendance, academic concerns, strengths/weaknesses with parent and committee.  Collaborate with committee to set goals.  Create an IEP that includes a statement of measurable academic and functional goals.  For the child who takes an alternate state assessment aligned to alternate achievement standards, the ARD committee must include in the child’s IEP a description of benchmarks or short-term objectives.  Share how the child’s progress towards meeting he annual goal will be measured and when they will be measured.  Consider the use of positive behavioral interventions and supports including other strategies to address that behavior.  In the case of an emergent bilingual child, consider the language needs of the child as such needs relate to the child’s IEP.

 The IEP must include an explanation of the extent to which the child will not participate with non-disabled children in the regular classroom, extracurricular and other non-academic activities.  Determine the appropriate instructional setting for the child and specify the instructional setting in the IEP.  Develop a transition plan for students 14 and up. What to do after the meeting: Diagnostician:  Make sure the parent gets a copy of the IEP meeting and documentation.  Completes the new IEP. Case Manager:  Make sure the parent gets a copy of the IEP meeting and documentation.  Completes the new IEP. Principal:  LEA provides prior written notice to the parent at least 5 school days before the LEA proposes or refuses the action unless the parent agrees to a shorter time frame in their home language.  Once the meeting is complete, the principal must read the statement of confidentiality. Special Education Teacher:  Once the diagnostician completes the ARD, the Special Education teacher sends out the new IEP to all teachers who have an educational interest in the student.  Check to make sure all teachers who have obtained the new ARD are applying the new accommodations. General Education Teacher:  I signed an agreement for the new IEP.  I will make sure I have an updated IEP and goals.  I continue to progress monitor skills weekly.

 I continue to communicate with parents of student progress and Special Education teacher weekly.  I continue to implement the new IEP daily.  I make sure I have the necessary materials needed for students daily. (Ex: headphones, highlighters, text to speech, manipulatives, etc.)

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