Do you ever leave an IEP meeting feeling somewhat overwhelmed? Here is a tool you might use to help evaluate the meeting and keep you focused on what it should include.
__ Yes __ No....a. The parents?
__ Yes __ No....b. The student?
__ Yes __ No....c. A School Administrator or designee?
__ Yes __ No....d. A general education classroom teacher?
__ Yes __ No....e. Appropriate special education personnel?
__ Yes __ No....f. Other support personnel?
__ Yes __ No....g. Upon the request of the parent, an advocate (a member of the same cultural background or knowledgeable about the student's racial, cultural, or learning differences)?
II. Does this occur at meetings?
__ Yes __ No....a. Are introductions made so everyone's role is known?
__ Yes __ No....b. Are the purpose, agenda, and amount of time for the meeting stated?
__ Yes __ No....c. Are parents given information on their rights?
__ Yes __ No....d. Is privacy assured?
__ Yes __ No....e. Is parental, student input sought thoughout the meeting?
III. Is this process followed in developing the IEP?
__ Yes __ No....a. Is student's present level of performance discussed and documented?
__ Yes __ No....b. Are these levels based on a variety of assessments and progress review data?
__ Yes __ No....c. Did the team identify instructional needs?
__ Yes __ No....d. Is there a goal written for each identifed instructional need?
__ Yes __ No....e. Are the goals measurable and attainable in 1 calendar year?
__ Yes __ No....f. Are there at least two short-term objectives for each goal?
__ Yes __ No....g. Is there a description of the special education and related services needed to accomplish the goals and objectives?
__ Yes __ No....h. Are these listed?
__ Yes __ No.......Type of service
__ Yes __ No.......Amount of time
__ Yes __ No.......Frequency of each service
__ Yes __ No.......Site and setting for the services
__ Yes __ No.......Names and school phone numbers of responsible personnel
__ Yes __ No....i. If a related service (such as a physical therapy, occupational therapy, speech-language therapy, or assistive technology) is needed, is there an explanation given about why it is needed?
__ Yes __ No....j. Is the IEP developed in accordance wih the principle of least restrictive environment?
__ Yes __ No....k. Does it substantiate why the proposed educational placement is most appropriate?
__ Yes __ No....I. Are modifications and adaptations specified for use by general educators (classroom teachers)?
__ Yes __ No....m. If the student is in a segregated, special education program more than 50% of the day, does the IEP describe the activities, amount of time, and frequency in which the student will participate with students without disabilities?
__ Yes __ No....n. Is there a plan and date(s) for periodic review?
__ Yes __ No....o. Does the plan include the use of time out, manual or physical restraints, the planned use of suspension of dismissal from school, or the temporary delay or withdrawal of food or water? Contact your local advocacy organization, as special rules apply.
This checklist was published by the Learning Disabilities Association of Minnesota in Focus, Fall 1992, and has been reproduced and distributed for your information by the New Mexico Learning Disabilities Association.