Академический Документы
Профессиональный Документы
Культура Документы
1. Introduction of IEP team participants 2. Statement of purpose for the meeting (initial, annual, addendum, or manifestation determination) 3. Review of Procedural Safeguard Notice (Special Education Rights of Parents and Children, Under Federal and State Requirements) 4. Determination of Eligibility for Special Education (or review relevant data from most recent eligibility determination conference) 5. Information to be Considered a. Parent/Family report b. Students strengths and interests c. Progress reports, assessments and evaluation results d. Academic, developmental, behavioral, and functional needs of the student e. Other ____________________________________________ 6. Present Levels of Academic Achievement & Functional Performance (PLAAFP) a. Competencies and deficiencies in the general curriculum and functional areas b. How with disability affects the students involvement and progress in the general curriculum and functional areas c. Demonstrate the direct relationship between present levels of academic achievement and functional performance to the other components of the IEP (annual goals, transition, test preparation, and accommodations). 7. Identification of Student Needs a. Specialized instruction b. Measurable annual goals c. Accommodations d. Related services e. Modifications to the general education curriculum f. Promotion/grading standards and/or requirements g. Transition Plan h. Extended School Year (ESY) services determination i. Supplementary aids and services j. Supports for school personnel and parents k. Determine Least Restrictive Environment (LRE) placement 8. Review/Summary of recommendations a. Questions b. Finalize recommendations by consensus 9. Plan for follow-up activities a. Identify activities to be completed before next IEP meeting b. Anticipate date and purpose of the next meeting 10. Distribute copies of the IEP documents IE12
IEP Meeting Sequence The case manager, or Individualized Education Program (IEP) team chairperson, starts the meeting with the introduction of all participants. The chairperson of the meeting may request that the IEP team members introduce themselves and provide a brief description of their roles in the meeting. At a minimum, IEP team members required by the IDEA 2004 include: Parents of the student; Not less than one regular education teacher of the student if the student is, or may be, participating in the regular education curriculum; Not less than one special education teacher or, where appropriate, service provider of the child; A representative of the public education agency (PEA) who: is qualified to provide, or supervise the provision of specially designed instruction; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the public education agency. An individual who can interpret the instructional implications of the evaluation results, who may be a member of the PEA representatives previously listed; Other individuals, at the discretion of the parent or the agency, who have knowledge of or special expertise regarding the student; and The student, when appropriate.