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The IEP Process: Everything you need to know …and more. School Year 2012 - 2013 Presenters: Michelle Parrish & Vicki Arbour. Introductions Focus for Session - Content Expectations Wrap up. Agenda.

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the iep process everything you need to know and more

The IEP Process: Everything you need to know …and more

School Year 2012 - 2013

Presenters: Michelle Parrish

& Vicki Arbour



  • Focus for Session - Content Expectations
  • Wrap up
training purpose

Review each component of Monroe’s IEP

  • Practice writing PLAAFP statement
  • Practice writing IEP goals and objectives
  • Practice LRE component of IEP
  • Practice State Assessment component of IEP
Training Purpose
training outcomes

To understand the IEP development process

  • To understand the design and content requirements of the IEP process
  • To be able to implement with fidelity
Training Outcomes
training assessment

Do you feel you have enough information to effectively participate in the IEP process?

  • If not, what other resources are necessary?
Training Assessment
technical training

Technical training will be held on October 2, 2012 in the (PC) computer lab in the area of Excent and Medicaid…this training today will focus on the content and process of the IEP development.

Technical Training
first step

Meeting Invitation Timeline:

  • Meeting invitation 30 days prior to annual IEP review date
  • Arrange IEP meeting, at minimum, 2 weeks prior to annual IEP review date
First Step
second step

The Invitation:

  • Contact team for possible IEP meeting dates
  • Call parents to arrange IEP meeting
  • Find a meeting location
  • Note on Meeting Invitation 2 methods of contact
  • Send written meeting invitation to parent(s) & team members
  • Prepare “draft” components of IEP for Meeting
Second Step
third step

At the start of the meeting:

  • DO NOT forget to introduce all participants
  • State the purpose of today’s meeting is to review the student Individual Education Plan
  • Move to the signature page with the Excusal, if appropriate
Third Step
fourth step

Conclusion of the meeting:

  • Secure the signature of the designee on the Notice page
  • Signature with date should coincide with IEP date
Fourth Step


To meet requirements document:

  • required participants
  • consent to release Medicaid information
  • excusal of IEP participants

Key Points

The following are required participants and must be included on the student’s IEP invitation:

  • District’s (representative) designee,
  • General education teacher,
  • Special education teacher,
  • Ancillary staff when appropriate
  • MET representative, when appropriate
  • Parent(s)/Guardian must be invited and/or student when appropriate.

Helpful Hints

  • Provide parents with a general overview of Medicaid
  • Request parent consent to release student information in order to bill Medicaid
  • For more information: (MCISD web page under Quick Links-Medicaid)
signature excusal

Key Points

IEP participants excusals:

  • Must excuse absent participants that appear on the meeting invitation
  • Parent signature required for excusal, if parent is in attendance
  • Parent is not required to be excused for the IEP meeting
Signature (excusal)

Top of Form

Top of Form

top of form


  • To provide information used for guiding timelines, assessment, service determinations, public reporting, and eligibility
Top of Form
top of form page

Form Update:

Initiation and duration fields remain clear until populated.

Top of Form Page
top of form page1

Key Point

Student ineligible for special education services and programs:

  • Complete Top of Form page
  • Check “ineligible” with stated reason
  • Do not go on to Present Level page
Top of Form Page
present level of performance


  • To provide big-picture overview of needs specific to academic achievement and functional performance
  • To accurately describe students current performance in areas affected by disability
Present Level of Performance
present level

Blank space between Header (PLAAFP) and Baseline Data, Impact and Resulting Needs

How to Use:

  • General Information: Joey is a 4th grade student who meets the eligibility criteria under Other Health Impairment (OHI) in the area of ADHD.

How Not to Use:

  • An explanation of baseline data, impact & resulting needs.
Present Level

Blank Space

Be Specific

present level1

Helpful Hints for Completing the PLAAFP Page

  • All sections of the student profile is required under Federal Regulations to be completed
  • Any format is allowable: narrative or bulleted
  • Provide relevant information for students strengths and interests. This ties in with supplemental aids and transition planning. Saying Joey has a cute smile is not specific enough.
  • Parent Input Section: Provide direct quote when possible or note when parent is not available for comment.
  • Achievement results are always to be current, meaning within one year.
Present Level
present level2

Helpful Hints for Completing the PLAAFP Page(cont.)

Content (required components)

For each area of need, show evidence of:

  • Baseline data
  • A narrative summary describing the data-it’s not enough to just give a score
  • A statement of how the disability impacts involvement and progress in the general education curriculum; or participation in appropriate activities for preschool students
Present Level
present level of performance1

Key Point

Each area of need must be addressed in at least one other section of the IEP:

  • Supplementary Aids and Services
  • Secondary Transition Services
  • Goals and Objectives
  • Programs and Services
Present Level of Performance
present level data sources


  • Checklists
  • Educational Development Plan (EDP)
  • Observational data
  • Report Cards/Grades
  • Assignments
  • Informal assessment results
  • Formal test results
    • Criterion referenced tests
    • Standardized tests
  • Completion of work
    • Work samples
    • Portfolio contributions
  • Behavioral expectations
  • Discipline/Behavior Record
  • Anecdotal written records
  • Grade level performance on Core Content Expectations
  • Authentic assessments
  • Progress reports
  • Achievements tests
  • Community-related input
  • Parent input
  • Personal Curriculum (PC)
  • Previous IEP
    • Goals and objectives
    • Reported progress
Present Level Data Sources
secondary transition considerations


  • To positively influence the likelihood of graduation and promote successful outcomes for students through planning and preparation for adult life
Secondary Transition Considerations
secondary transition considerations1

Key Points

Required to be Indicated on Transition Page for students 16 or older during their IEP year.

  • 1. Was the student invited to the IEP Team Meeting?
  • 2. Was the student’s post-secondary vision and goals
    • A. identified
    • B. updated annually and
    • C. Measurable?
  • 3. Did the IEP identify the current student’s
    • A. Academic achievement
    • B. Functional performance and
    • C. Transition related needs?
  • 4. Did the IEP identify transition services, including courses of study , aligned with the post-secondary vision/goals?
  • 5. Was prior consent to invite an agency obtain or indicated N/A at this time?
  • 6. Did the IEP identify at least one IEP goal that aligns with the post-secondary vision?
Secondary Transition Considerations
goals and objectives


  • To ensure all student have access to and instruction in, grade level content, improved academic interventions, and support appropriately aligned assessments
Goals and Objectives
smart goal guidance



Action words

Realistic and relevant

Time limited

SMART Goal Guidance
goal component checklist

The goals should be what we expect of regular students.  The IEP goals explain how your child gets from "here" to "there".

Goal Component Checklist
the 5 components

The direction we want to go (increase or decrease)

  • The problem we are addressing 
  • The present level 
  • The amount of change, by the end of this IEP year
  • The methodology needed
The 5 Components
annual goal help tips same as 5 components

1. Direction of change

  • 2. Deficit or excess
  • 3. Present level of performance
  • 4. Expected annual ending level of performance and
  • 5. Resources needed to accomplish the expected level of performance
Annual Goal Help Tips (same as 5 Components)
goals and objectives1

Helpful Hints

  • Write for meaningfulness, measurability and the ability to be monitored for progress
  • Goals
    • Are measurable
    • Attainable within one year
  • Short-term objectives
    • Include more than one short-term objective
    • Acts as an intermediate step between present level and goal
    • To be achievable within shorter time, e.g., month, marking period, semester
Goals and Objectives
example component goal writing

Johnny will:

  • 1. Increase
  • 2. In-seat on-task behavior
  • 3. From 0% of the time currently to
  • 4. 50% of the time by the end of this year
  • 5. By training the teacher in positive behavior interventions that give reinforcement to in-seat, on tasks behavior and do not unintentionally reinforce Johnny by giving attention to out-of-seat behavior.
Example - Component Goal Writing
short term objective

The IEP would then specify the short term objectives in terms of the task or performance expected conditions under which the performance is expected the standard by which it will be measured, how the performance will be documented and how the results will be reported to the parents.

Short-term Objective
least restrictive environment


  • Supplementary Aids and Services
    • To support access to instruction to enable the student to be educated with students who are not disables
  • Special Education Services and Programs
    • To identify the special education Services and Programs necessary to meet the needs of the student and ensure progress
Least Restrictive Environment
least restrictive environment1

Helpful Hints for Supplemental Aids and Services Section:

  • Consider strengths that can be build upon,
    • e.g., A student that does not like to talk with adults, don’t indicate that student will self-advocate for themselves.
    • e.g., A student that is good with organizational skills would probably be good at keeping track of a calculator to use on an everyday basis.
  • Never list “As Needed” as a condition
  • Examples of conditions are, but not limited to the following: daily quizzes, essay tests, written assignments that are multi-pages; always connect back to the data.
Least Restrictive Environment
least restrictive environment2

Helpful Hints for Services and Programs Section:

  • Service and Initiation/Duration Sections – All services and programs will begin on the implementation date of the IEP and continue for the duration of the IEP, unless otherwise indicated differently under the duration column.
    • When completing an end-of-year IEP, it is extremely important to document yourself as the provider for a one year duration.
    • When documenting a program change, use a separate line, i.e., resource room to cross-categorical room.
    • When documenting ESY, use a separate line.
  • Time and Frequency
    • When opening this hyper-link, fully complete the larger “box” that is discussed with parents and visible on the IEP and complete the 3 smaller boxes for count purposes: minutes, days per week, and weeks per month.
    • Never use a “Zero” as part of a range of time
    • If a school is on trimesters it is appropriate to state, 2 out of 3 trimesters
Least Restrictive Environment
state and district assessment


To meet required assessment standards of the Michigan Educational Assessment System (MEAS) which includes:

  • Michigan Merit Exam (MME),
  • Michigan Educational Assessment Program (MEAP),
  • Alternate Achievement-Modified Achievement Standards (AA-MAS),
  • MI-Access,
  • English Language Proficiency Assessment (ELPA)
State and District Assessment
state and district assessment1

Helpful Hints

Drop down menu list current state “Accommodation Summary Table”

  • Table items are numbers to match hard copy
State and District Assessment
prior written notice


To INFORM and meet the requirements set forth at §300.503 specific to:

  • Initials IEPs, Ineligibility, Subsequent offers of a FAPE
Prior Written “NOTICE”

Key Points

  • IEP document no longer is considered “Notice”
  • “Notice” indicates offer of a FAPE
    • After completing the IEP
    • After superintendent/designee signs and date
  • Parent consent required ONLY for initial provision of special education services
  • Signature and date of the notice is the district offer of a FAPE
  • Offer of FAPE sets 365 day clock

When is “Notice” used:

  • Initial IEPs/IFSPs – parent consent required
  • Annual/Re-evaluation IEPs/IFSPs – no parent consent required
  • Student not meeting special education eligibility criteria
  • Transfer and/or Move-in Students
  • Amendments
  • REED
  • MDRs
  • Evaluations-not part of an initial evaluation or reevaluation)
  • Graduation…accompanies SOP
  • Parent Revocation of Consent for Continued Special Education and Related Services

Time line

  • “Notice” with IEP is given to parents 7 calendar days from the conclusion of the meeting
  • Implementation date is provided as soon as possible, but not later than 15 school days.

Purpose for Amendment:

. . . to add, remove, or modify content in the following areas:

  • Present Level of Academic Achievement and Functional Performance
  • Secondary Transition Services
  • Goals and Objectives
  • Supplementary Aids and Services
  • Assessment
  • Special Education Services and Programs
progress report

Case managers will be responsible for sending out ALL special education provider’s progress reports at appropriate marking periods.

Ancillary staff must enter information in a timely fashion.

Progress Report
transportation and supplemental services

This page is where the following is documented:

  • Intensive Service Team services
  • Special Education Transportation
  • Personal Care
  • Nursing Care services
Transportation and Supplemental Services

Don’t worry

. . . you have

the right stuff

wrap up assessment

Do you feel you have enough information to effectively participate in the IEP process?

  • If not, what other resources are necessary?
Wrap Up – Assessment
contact information 242 5799

Regional Directors

  • Renee Peterson ext. 1800
  • Shawna Landis ext. 1700
  • Amy Hammons ext. 1900

Program Supervisors

  • Katie Bourbina ext. 1600
  • Steve Pfeffer ext. 3020
  • Melissa Morton ext. 2035
  • Cathy Netter ext. 1420

Education Center Principal

  • Bill Hite ext. 2000

Supervisor & Planner/Coordinator

  • Michelle Parrish ext. 1415
Contact Information (242-5799)