Jeryn Waldera

I-1 Notice of an IEP

Meeting
Ensure that the system contains the correct
information (student/parent names,
address, age, date, grade, etc)
Choose the time and location of the
meeting
Choose the appropriate purpose of the
meeting-to consider the development and
placement of an Individualized Education
Program (IEP) or Individualized Service
Plan (ISP)
List all of the team members ensure the
LEA representative is clearly labeled
I-2 Agreement on IEP Team
Participant Attendance at IEP
Meeting
Required if an IEP team member is
unable to attend the IEP meeting
List the member(s) and discuss with
parents at the beginning of the meeting
Parents are required to sign this form for
consent to move on with the meeting
without the team member
PW-2 Prior Written
Notice
Description of Purpose
discuss the purpose of the annual IEP based on the
students disability and eligibility of services
Explanation of why the District proposes to
take or refused to take the action
why the student requires special education services
Description of each evaluation procedure, test,
record, or report the District used as a basis
for the proposed action or for refusing the
requested action
What was used to determine the need for special
education services
Consider observations, evaluations, behavior data,
etc
PW-2 Continued
Description of other options the team
considered and the reasons why those options
were proposed or rejected
It is important to take good notes in your meeting to
accurately address this area
What did the team discuss? Did the team agree or
disagree? Why?
With difficult team meetings, where the team
disagrees, explain here why the team rejects an
option
Description of other factors affecting the
proposal or refusal
Are there other factors that could affect the students
placement?
Typically, no other factors are identified
All items on this page need to be filled out!
I-3 Cover Sheet
Purpose of Meeting
always select placement and initial or annual IEP
development
Remember to select which assessments and
evaluations were considered during the IEP
meeting
Ensure that all of the team members are listed
correctly and the LEA representative is clearly
identified
If the parent did not attend or participate in the
meeting by other means and did not agree to
the time and place of the IEP team meeting,
make sure to document 3 efforts to involve the
parents
I-4 Present Level of Academic
Achievement and Functional
Strengths and Concerns
Performance
Include the teams discussion and points
made by parents
Be descriptive!
Present Level
Include the present level for all goals in the
IEP
reading, writing, math, social skills, gross
motor, behavioral, communication, etc
Clearly label each academic section
Be descriptive and use data!-if the student
were to transfer schools, this is the first
document they will look at.
I-4 continued
Will the student be involved full time in
general education?
If the student is receiving special education
services in a special education environment
always select no
include why the student requires special
education servicesbehaviors, academics,
educational supports, etc
If the student will not be involved full time in
general education, check yes for special
factors and complete the I-5
I-5 Special Factors
Worksheet
Include positive behavioral interventions,
strategies, and supports to address that
behavior
Examples: visual supports, rate of
reinforcement, types of materials, sensory
needs, breaks, etc.
English Language Learner-include
language needs to ensure success
Visually impaired-include any visual
needs such as Braille
I-5 Continued
Communication Needs
Include the student's language; opportunities for
direct communication with peers and and staff in
the student's language and communication
mode; and, academic level and full range of
needs including opportunities for direct
instruction in the student's language and
communicative mode
Assistive Technology
Include high tech and low tech
High Tech- iPad, Dynavox, tablet, Computer, etc
Low Tech- PECs, visual schedule, pictures,
written words
I-6 Goals and
Objectives/Benchmark
Goals should be reflected on the I-9
(minutes)
Depending on the disability, create goals
with natural progression
Goals should be measurable and
reasonably attainable
Depending on student, can create goals
for reading, writing, behavior,
communication, gross motor, social
skills, or functional goals
I-7 Assessments
Identify which assessments the student
will participate in
or
Select that the student will participate
but not in their grad level
or
If the student will not participate in
district wide assessments, select district
wide assessments not given
I-7 Alternative Assessment-
Dynamic Learning Maps (DLP)
Select the students grade level
Category 1: Accessibility features/supports
provided within the DLM system
Examples: read aloud, highlighting, backlighting
Category 2: Accessibility features/supports
requiring additional tools/materials
Examples: Braille, interpreter, touch screen,
switch
Category 3: Accessibility features/supports
provided outside of the DLM system
Examples: Human read aloud, test administrator
enters responses, administration on a touch
screen (iPad, etc)
I-8 Post-Secondary
Transition Plan (14 years+)
First, discuss with parents about their
goals for the future (housing, job,
independence)
Import this data into the WI DPI website
Select the most appropriate choices based
on discussion
Avoid selecting other if possible
Save and attach the report to the IEP
I-9 Program Summary
Select regular education, special
education, or none for physical education
and vocational education

I. Special Education
Special Education
Goal (i.e. reading, writing, math, etc)
Frequency/Amount
Minutes spent daily on the goal
Location
Special Education Setting or Regular Education
Setting
Duration
Duration of IEP or specific dates
I-9 Continued
II. Related Services
May include: Occupational Therapy,
Speech Therapy, Transportation
Frequency/Amount
Minutes spent daily on the goal
Location
Special Education Setting or Regular Education
Setting
Duration
Duration of IEP or specific dates
I-9 Continued
III. Supplementary Aids and Services
May include: modified curriculum, modified
testing procedures, modified grading,
educational assistants
Frequency/Amount
Minutes spent daily on the goal
Location
Special Education Setting or Regular Education
Setting
Duration
Duration of IEP or specific dates
I-9 Continued
VI. Program Modifications or Supports for
school personnel
This may include specific trainings or
meetings needed to appropriately meet
the students needs
I-9 Continued
V. Participation in Regular Education
Classes
If any minutes are registered, select that
the student will NOT participate full time
in regular education classes
Discuss the students needs
Modified curriculum, small-group instruction,
direct instruction, etc
I-9 Continued
Participation in Extracurricular or
Nonacademic Activities
Will the student be able to participate in
extracurricular and nonacademic activities with
nondisabled students?
Select yes
Students should be able to participate in
extracurricular activities if the activity is deemed
appropriate
Activities requested by parents must be
discussed with the IEP team
The appropriateness of the activity should be
discussed
If appropriate, the necessary supports can be
determined
I-11 Extended School
Year
First, understand the criteria of the district
Take data throughout the year on all goal
Criteria for qualification: recoupment
period, self-sufficiency, emerging skill (with
your data, discuss this with the IEP team)
Form: include the goal, supports, and
curriculum used to best support the student
during ESY
Behavior Intervention Plan
(BIP)
Completed after a Functional Behavior
Assessment has been completed
Proactive Strategies
antecedent strategies and/or environmental
adjustments- establishing motivation, removal of
excess stimuli, visuals, short and clear
instructions, consistency among staff, access to
sensory tools, etc
Desired behavior(s) to Increase
Appropriate replacement behavior
Accommodations: model, practice, choice, etc
Consequence: reinforcement
BIP Continued
Challenging Behavior Response Plan
Describe the behavior: what the function is,
what it looks like, and how to respond
Implementation Considerations
Consider supports needed in the
environment, specific trainings (ex: CPI),
materials, etc