Writing a Compliant SEIS IEP

Standard, Required Pages

Meeting Notice – Pg. 2
Information/Eligibility – Pg. 3
Present Levels – Pg. 5
Special Factors – Pg. 7
Statewide Assessments – Pg. 9
Goals – Pg. 10
Offer of FAPE: Services – Pg. 11
Offer of FAPE: Educational Setting – Pg. 13
Parent Consent – Pg. 15
Notes – Pg. 16
Prior Written Notice – Pg. 18

Additional Pages
Assessment Plan – send at least 60 days before triennial IEP date and within 15
days of initial request for assessment when we are assessing – Pg. 19
Excusal Form – use whenever a required member of the IEP team (usually gen
ed teacher) has been excused prior to a meeting from part or whole of the
meeting – Pg. 21
Interim Form – to be completed immediately for new students – Pg. 22
Specific Learning Disability – initials and tris in which SLD is qualification
complete in conjunction with psych – Pg. 23
Transition Plan – for all students 16 and above (include if they turn 16 before the
next IEP date) – Pg. 24
Behavior Intervention Plan – for all students with ED as qualification, or any
student who requires additional behavior support – refer to CLCS special
education website for example https://clcsspecialeducation.weebly.com

*If a student does not qualify after an initial assessment, the following documents
are required:
Assessment Plan
Meeting Notice
Information/Eligibility
Present Levels
Parent Consent
Notes
2
Compliance Support

Meeting Notice
A. Select purpose of meeting
B. Address can be uploaded using the “Parent 1 Address” button.
C. The meeting is scheduled for: include date, time, school and room
(Usually conference room)
D. Attendees: put an X next to the title of each individual who will attend the
meeting, do not include names as there may be a last minute change. For
specialist include the title of the specialist; i.e. Speech and Language
Pathologist
E. If you would like further information: include your contact information
F. Please complete and sign this form and return to: your school and your
attention, i.e. Super Dope School Attn: Ms. Incredible
a. If the parent does not return the meeting notice before the meeting,
be sure to bring a copy to the meeting for them to sign
G. Comments: Use this space to note whether a parent does not show up for
a meeting and create a new notice for the next IEP meeting you schedule.
a. If a parent does not show after three meeting attempts, contact the
Director
H. Always send Procedural Safeguards along with the meeting notice, can be
found in the Document Library on SEIS or the CLCS Special Education
website https://clcsspecialeducation.weebly.com
3
Compliance Support

Information/Eligibility
A. Dates
a. The IEP date at the top should be the day on which you are holding
the meeting
b. The ‘Last IEP’ should also be the date on which you're holding the
meeting
c. The ‘Next IEP’ should be one calendar year in advance
d. The ‘Last Eval’ should be the last time the student was formally
assessed (the same as the IEP date if you're holding a tri)
e. The ‘Next Eval’ should be three calendar years from the date of the
last evaluation
B. Purpose of Meeting
a. Check the box that matches the type of meeting the team is
holding
b. There is only one ‘initial’ IEP, and it is the very first time the student
is evaluated to determine eligibility
c. Select ‘annual’ and ‘triennial’ if you are holding a triennial IEP and
reviewing progress on goals from the last annual
d. Select ‘transition’ if the student is moving to a more or less
restrictive setting, moving to a new school within the next several
months, coming back from a NPS, etc.
e. Select ‘exit’ only if the student is exiting from Special Education
entirely
f. An ‘interim’ IEP should be held as an annual or a triennial within 30
days of the student’s enrollment
g. Please contact the Director of Special Education before selecting
‘other’ as a meeting type
C. Demographics
a. Check the student’s SSID, parent/guardian, home language, and
contact information against Power School
D. Disabilities
a. Select primary disability and indicate secondary disability if
applicable
b. Disability must be confirmed in the notes for an initial, triennial, or
requested reevaluation
c. Ask your school psychologist any questions regarding qualifying
disability category
E. Describe how student’s disability impacts general education
performance
a. Write a concise, specific statement about the area(s) of need the
student has a result of their disability
b. School psych can assist with wording on this section if needed
F. Initial Placement Information
a. For initial IEPs, complete this section with the requisite dates
4
Compliance Support

b. For all other IEPs, do not modify this section, as there is only one
initial IEP
5
Compliance Support

Present Levels
A. Strengths, Interests, and Concerns
a. Write down student areas of relative strength, preferred items and
activities, etc.
b. Avoid using platitudes (e.g. “Bob is a sweet student.”)
c. It is okay to leave the parent concerns section blank and write in parent
concerns at the meeting, but this section should contain parent feedback
prior to affirming and attesting. Use parent questionnaire to gather
information for this section prior to meeting.
B. Prior Testing Information
a. Input the test scores from the last year
i. This information can also found in a student’s cum file or you can ask
your school office personnel for assistance finding these scores
ii. Enter the status of the last vision and hearing screening, which can
also be found in the student’s cum file
C. Other Assessment Data
a. This section is most commonly used for psychologists to summarize the
results of cognitive and processing assessments for triennials and initials
b. Check with your Director before entering other assessment data into this
field
D. Present Levels
a. For all present levels, avoid making factual, indicative statements without
formal assessment results to support them. Indicate what type of
information is being used to make the statements.
i. E.g. “Joey’s motor development was not formally assessed for this
IEP. Classroom observation and informal testing indicate that this
area appears appropriate for his age.”
ii. E.g. “Though not formally assessed for this IEP, data gathered from
service providers and classroom teachers show that vocational
development does not appear to be an area of concern for Maria at
this time.”
b. For the academic present level:
i. Summarize strengths and areas of need using data and specific
assignments to explain. For example: “Greg’s area of academic
strength is in math. They are able to graph quadratic equations and
are currently receiving a B in Algebra 2. Greg’s greatest area of
academic need is in reading comprehension. He scored below
average on his latest MAP assessment.”
ii. Report a summary of goal progress in this section for annual IEPs
iii. Provide informal assessment data whenever possible to supplement
statements drawn from observation or work samples
c. In the case where a nurse completes an assessment or the student is
receiving nursing services, you will copy and paste a summary of their
6
Compliance Support

results. If the parents have reported that the student is taking medication
or any other health related issues, please make note prefacing with
“Parent reports…”. i.e. “Parent reports student takes 2mg of Adderol
daily”.
d. If multiple people report on the same present level, each person should
close their summary with their name and title so it is clear who authored
which section
7
Compliance Support

Special Factors
A. Assistive Technology and Low Incidence Services
a. If ‘yes,’ document what materials/supports are required without using
brand names. Use this space for technology required through an
Assistive Technology assessment only. Access to a chromebook as
an accommodation should be noted in supplemental services only.
i. E.g. “ Tablet device with voice output communication application”
ii. E.g. “ Icon-based communication book”
iii. NOT “iPad” or “InspirationPro”
b. Anything in this section should be added as a Supplementary
Service, as well (see Services for more information)
c. Include a credentialed specialist in these areas before adding
materials or supports
B. Considerations for VI or DHH
a. If the student does not need these, document that “the student is not
visually impaired” or “the student is not hard of hearing”
b. If the student does need these, consult with VI or DHH teacher to
determine necessary accommodations or supports
C. English Learner Questions
a. If the student is not an ELL, leave this section blank i. You can check
ELL status in the student information section of ABI/AERIES
b. If the student is an ELL:
i. Do not mark ‘yes’ to the primary language support question
unless the student is in a dual immersion or bilingual program
ii. Specify the type of ELD services provided:
1. ‘Special Education’ if the student is receiving through SDC
2. ‘General Education’ if the student is receiving in Gen Ed
3. For almost all students it will be ‘English Language
Mainstream’
D. Behavior Questions
a. If the team agrees behavior is an area of need, mark ‘yes’
b. If ‘yes,’ briefly summarize interventions, tools, and/or strategies that
have been effective or recommended
i. Please do not write “ See BSP”
c. If ‘yes,’ the team must propose at least one goal aligned to behavior.
The team may choose to develop a behavior plan if behaviors are
significant or ongoing despite early intervention, which is typically
mandatory for students with emotional disturbance
E. For Student to Receive Educational Benefit
a. The student MUST have at least one goal for each area of need
b. These areas of need MUST match what is written on the goals
8
Compliance Support

Statewide Assessments
A. English Language Arts, Math, Science, Physical Fitness
a. Students in grades 3-8 and 11 must take math and ELA statewide
testing
b. Students in grades 5, 8, and high school (grade varies) will also take a
science assessment
c. Students in grades 5, 7, and 9 will take physical fitness testing
d. Select from the drop down menu one of the following options:
10 – Without testing accommodations
11 – With testing accommodations - if selected follow the directions in
step c. below
30 – To participate in an alternate performance assessment – only used
for students with severe disabilities
90 – Not to Participate – use for all students outside of the testing
grades
e. If student will have testing accommodations, select them from the list,
non-embedded supports must be provided by a person during testing,
embedded supports will be turned on in the testing program. Use
separate setting only for students who must be removed from the
general education classroom in order to test successfully or that require
significant non-embedded supports

B. Assessment type is an IEP team decision

a. Remember that taking an alternate assessment changes graduation
outcome
b. If the student is taking an alternative assessment (e.g. the CAA), you
must:
i. provide a summary for why the student is not taking the standard
assessment. E.g. “ Assessed present levels of performance indicate
that the standard assessment is not an appropriate measure of
student’s learning.”
ii. provide a rationale for why the alternate assessment is appropriate.
E.g. “ The structure and testing items of the alternate assessment
would yield a more accurate measure of student skills.”

C. Other State-Wide/District Wide Assessments

a. identify what accommodations are required, if any on district
benchmarks and assessments

D. ELPAC
a. All English Language Learners must take the ELPAC. You can check a
student’s ELL status on PowerSchool
9
Compliance Support

Goals
A. Area of Need
a. MUST match the educational benefit statement at the end of Special
Factors page
B. Baseline
a. Should contain actual data aligned to the content or skill area that the
goal is designed to support in asset-based language
i. E.g. “ Angelica can correctly read 220 sight words.”
ii. E.g. “ Jaheim can add two single-digit numbers with sums to ten
with 90% accuracy, but he cannot add numbers with regrouping
currently.”
C. Goals
a. Number the goal consecutively
b. Make the goal SMART: Specific, Measurable, Appropriate, Realistic,
and Time Bound
c. Specify how data will be collected and accuracy measured
i. E.g. “ ... as measured by informal, teacher-created assessment.”
ii. E.g. “ ... as measured by staff observation and tracking of student
behavior.”
d. Goal Check Boxes
i. The goal must be aligned to a content standard OR an area of need
as a result of the disability
ii. ‘Linguistically Appropriate’ should be answered only for students
who are ELLs
iii. At least one transition goal is required for students who will turn 16
before their next annual IEP meeting, these transition goals should
also be specified in the transition plan
e. Students using modified curricula should have objectives that break the
goal down into measurable chunks
f. Progress reporting should be added to the goals at multiple times per
year to be printed and shared with adult stakeholders
i. Mark whether goal was met in preparation for annual review
g. Use the searchable goal banks to find developmentally-appropriate
goals
10
Compliance Support

Offer of FAPE: Services

A. Service Options Considered
a. Document all service types the IEP team discussed, including support
services
i. A good rule of thumb is three different types of services
1. E.g. “ The IEP team discussed general education with
accommodations, a special day class setting, and speech-
language services.”
B. LRE Considerations
a. Make one clear offer of FAPE in the LRE i.e. “Team understands that
removal from general education setting for academic support may have
harmful effects on student's ability to interact with neurotypical peers,
however team agrees that benefits of services outweigh potential
harmful effects.”
C. Supplementary Aides, Services and Other Supports
a. Accommodations: Select that yes the team determined
accommodations appropriate or no the team determined
accommodations were not appropriate
i. list all accommodations appropriate for the student, if applying
extended time, be sure to include the length of time (i.e. student
will have one week extended time on all assignments). Start date
should be the date of the IEP, end date should be one year from
that date and setting should read, “across all school settings” or
“in all classroom settings” based on appropriateness.
b. Modifications: Select that yes the team determined modifications
appropriate or no the team determined modifications were not
appropriate
i. list all modifications appropriate for the student (i.e. student will
have modified curriculum in math). Start date should be the date
of the IEP, end date should be one year from that date and setting
should read, “across all school settings” or “in all classroom
settings” based on appropriateness.
b. Other Supports: Select that yes the team determined other supports
were appropriate or no the team determined other supports were not
appropriate
i. list all other supports appropriate for the student (i.e. student will
use an online writing program for support with writing
organization). Start date should be the date of the IEP, end date
should be one year from that date and setting should read,
“across all school settings” or “in all classroom settings” based on
appropriateness.
11
Compliance Support

D. Services
a. Enter the service code and start and end dates
b. If the service is provided outside of the General Education setting,
mark ‘separate class’
c. If the service is provided inside of the General Education setting, mark
‘regular class’
d. Enter the frequency and duration of the service
i. If the service occurs routinely, select ‘session based’ and input
the number of sessions for which the service is provided, and
SEIS will calculate a total
1. E.g.“360 minutes five times weekly”
e. Select whether the service is provided individually or in a group, only
one may be selected
f. Enter comments if needed
i. I.e. “Pull-out for math support” or “consult” if the service is
consultation, or if more context is needed for the service
g. Each service provider should enter his/her own service
i. E.g. SLP should enter speech, OT should enter OT, etc,
h. If there are two services under the same code, check the ‘Do Not
Report’ box for whichever service is not pull out
i. E.g. if a student receives direct speech for two hours a week and
one hour a month of speech consult, the consult service should
not be reported to CaseMIS
E. Transportation: answer no unless:
a. Transportation is included as part of their NPS agreement (consult
Director of Special Education)
F. Extended School Year (ESY): mark no unless you have consulted with the
director
a. Summarize the rationale for not offering ESY
i. E.g. “This student shows no evidence of significant regression over
extended breaks.”
12
Compliance Support

Offer of FAPE: Educational Setting

A. Physical Education
a. P.E. is ‘General’ unless:
i. the student is in a NPS
ii. the student receives APE or modified PE (not independent P.E.)
B. Setting Questions
a. District of Service is typically Alameda Unified
b. School of Attendance is ACLC or Nea
c. School Type is ‘Charter school (operating AS an LEA/District)’
d. Federal Setting is ‘Regular classroom/public day school’ unless:
i. the student is in a NPS or residential facility
C. Services Provided at School of Residence
b. Select ‘No’
c. Write “parent/guardian choice to enroll in charter school”
D. Percent in Special Education and Rationale
a. There are 2,040 minutes of school per week for students grades K-5.
There are 1,995 minutes of school per week for students grades 6-12. To
calculate the percentage of time a student is in the general education
environment use the following formula:
# of weekly SAI pull-out min. + # of weekly speech, OT etc. min. _ 100 = %
total weekly minutes (2,040 or 1,995)
b. Specify the times during which the student is not in general ed and provide
a data-driven rationale for why
i. e.g. Student will not participate in the regular class and/or
extracurricular and/or non academic activities “for academic and
speech support” because “assessed needs in communication and
auditory processing indicate that Marco benefits from a small-group
setting and accommodated curricular materials.”
E. Other Agencies
a. Select the agency(ies) based on team and family feedback if applicable
F. Promotion and Progress Reporting
a. Promotion Criteria
i. ‘District’ for most students
ii. ‘Progress on Goals’ may be appropriate for more significantly
impacted students with gaps between developmental and
chronological age
b. Progress Reporting
i. Check Trimester - Progress on goals must be provided at least as
often as general education students receive progress reports
G. Activities to Support Transition
a. Document services, supports or materials that the team agrees the
student will need to transition appropriately
i. this includes transitions between programs, school sites, etc.
13
Compliance Support

H. Graduation Plan
a. Enter projected date and type of plan
b. Must be done in grade seven, but is recommended before move to middle
school
14
Compliance Support

Sign-in and Consent

A. All members should sign in at the start of the meeting in the space
provided
a. Avoid pre-populating members’ names, as it limits the space
available for signatures
B. In the consent section, the parent/guardian will indicate which option they
have selected by marking the appropriate line
a. Consent to all aspects of the IEP
b. Consent with exceptions (they may note exceptions next to this
option)
c. Decline offer of initiation of special education services
d. Acknowledgement that the student is not eligible
e. Acknowledgement that the student is no longer eligible
C. Parent Input – parents should not if the school facilitated parent
involvement in the IEP
D. Parent/guardian should sign and date the IEP where indicated and check
the appropriate box that describes their relationship to the student
E. Explain that in certain cases, the district receives funding through Medical
for services provided to students in Special Education, but we require
advance permission before exchanging information with Medical. This
authorization to release information does not change anything relative to
the family’s billing, and it is not required
F. Mark the applicable boxes at the bottom of the signature and consent
page:
a. if parent received the Procedural Safeguards (every IEP)
b. if parent received a copy of assessment reports (every initial,
triennial or requested formal evaluation)
c. if parent received a copy of the IEP (every IEP)
d. if Medical protections were reviewed (if applicable)
e. if parent has enrolled child in private school (if applicable)
15
Compliance Support

Notes
A. You must take notes for every IEP meeting.
a. For an Amendment, you may take notes directly on the amendment
page.
B. Notes should document: any important discussion, parental feedback,
and decisions or changes made. They should not reiterate information
already typed into the IEP.
C. Notes should follow this format:
a. Housekeeping
i. Document who is present, if a member was excused in
advance by parent, if an interpreter is present
ii. Document that the parents received the Notice of Procedural
Safeguards and any questions or conversation related
thereto
iii. Explain the purpose of the meeting
b. Present Levels
i. Summarize the main points of the present levels, including
parental feedback
ii. Indicate any parental concern and the district’s response
c. Qualification
i. For triennials, initials and reevaluations, confirm eligibility
categories and whether parent agrees or has
concerns/questions
d. Special Factors
i. note that special factors were discussed and indicate any
parent concerns or questions
e. Testing and Accommodations
i. Document the type of testing and summarize any required
accommodations
ii. If necessary, discuss accommodations provided in
classroom setting
f. Goals
i. Indicate that progress on goals is reviewed and new goals
prepared for each area of need
ii. Explain any goals drafted or modified at the meeting
iii. Note if parent agrees to goals
g. Services and FAPE
i. Make one clear offer of FAPE. Include parent and school
team discussion, if any
ii. Note any changes in service
h. Closing
i. Review notes and document any changes thereto
ii. Indicate if parent consents or requests time to review
D. General guidelines for notes
16
Compliance Support

a. Use titles rather than names i. E.g. “ Psychologist states...”

“Assistive Technology Specialist delivered report.”
b. Make parent questions and district responses clear
c. When a parent makes a request that cannot be immediately settled,
document the request in the notes and indicate that the district will
review the request and respond in writing
17
Compliance Support

Prior Written Notice

A. This form is provided to parents prior to the district initiating or refusing to
change the identification, evaluation, educational or placement or
provision of a free appropriate public education. It should be sent after
every IEP meeting and when refusing to perform an initial assessment.
B. Fill out student name and date of birth.
C. If the district is proposing to do something, check the box “Proposal to
initiate or change” and then check the appropriate box that applies to the
situation that has required a Prior Written Notice.
D. If the district is refusing a request made by the parent, check the
corresponding box and then check the box that applies to the situation that
has required a Prior Written Notice.
E. Description of proposed or refused action: Briefly describe the proposed
action or the action that the district is refusing to take.
F. Reason(s) for proposed or refused action: Note the specific reasons why
the district is refusing to take a proposed action or a refused action.
G. Description of evaluation procedures, tests, records, or reports used in
deciding to propose or refuse this action: Document the procedures that
the district used in making the determination to propose or refuse an
action. List the assessments or records used to make the determination to
engage in further assessment
H. Description of other options considered and reasons for rejecting them:
Document other options that were considered and the reasons for
rejecting the options. List any other options that were considered and
rejected such as intervention programs offered, curriculum adaptations,
etc.
I. Other factors relevant to the proposal or refusal: Document any other
factors that were relevant to the district’s decision to propose or refuse to
do an action. List any other relevant factors to be considered such as: the
student has been retained, the student is working far below grade level,
the student has received scientific-based interventions and has not
responded, etc.
J. Print name of district contact, position, phone and email address. Use
Director’s contact information.
18
Compliance Support

Assessment Plan
A. Date and Type:
a. Include the date of creation of the AP and type of assessment.
There is only one Initial IEP, which is the first time ever that a
student is assessed Triennials are reevaluations every three years
(or earlier if team decides) Interim can be used in conjunction with
an annual or triennial when a student enters our school from
another district and the team needs new assessment
data. Transition assessments can be conducted as necessary for
students who will turn 16 before the next IEP and usually happen
concurrently with an annual or triennial. Other includes requested
evaluations, FBA, etc. check with your Director before selecting this
option
B. For ELL classified students, indicate the proficiency level from the last
CELDT or ELPAC test (can be found on PowerSchool)
C. Mark the party referring or recommending the assessment. For Initials it
may be the parent or a teacher. For Triennials it is typically the special
education teacher.
D. This notice is to inform…check both identification and evaluation
E. Reason for assessment
a. For initial include parent or teacher concerns that require further
assessment
b. For Tri – “This assessment is proposed in accordance with state
and district requirements to conduct an eligibility evaluation every
three years for updated present levels of performance.”
F. Description of other options considered – “Review of records and
observations would not provide the detailed information necessary to
determine educational benefit for the student.”
G. Other factors relevant – “There were no additional factors relevant to this
assessment proposal.”
H. Description of evaluation procedures… – “This evaluation proposal was
decided based on school records, observations and school and parent
input.”
I. Mark the assessments being performed and who will conduct them, using
titles and not names. For Initials and Triennials, Academic and Intellectual
Development must be selected. Always check with the person conducting
each evaluation prior to including them on an assessment plan, including:
a. School Psychologist: Intellectual, Social/Emotional, Adaptive
Behavior
b. Speech Language Pathologist: Language/Speech Communication
c. Occupational Therapist: Motor Development
d. Education Specialist: Academic Achievement
e. Nurse/Director: Health
f. ‘Other’ may be a FBA assessment; check with your Director before
19
Compliance Support

using this
J. For every a ssessment plan, select the ‘Alternative Means of Assessment’
box a. In the text field write “observation of student,review of student
records and interviews” so the parent is informed that we will be
performing those tasks
K. Parental Consent:
a. If the parent returns the assessment plan signed, type the date of
receipt in the bottom of the plan
b. If the parent does not return the plan, send it home three times and
document the dates on which it was sent in the ‘comments’ field at
the bottom of the plan
i. the district may assess the student for a triennial IEP without
a signed assessment plan, provided that the case carrier
has made multiple (at least 3), documented attempts to
solicit parent consent
ii. See Ed Code r.e. consent: if the parent of the child does not
provide consent for an initial assessment, or the parent fails
to respond to a request to provide the consent, the local
educational agency may, but is not required to, pursue the
initial assessment utilizing the procedures described in
Section 1415 of Title 20 of the United States Code and in
accordance with paragraph (3) of subdivision (a) of Section
56501 and subdivision (e) of Section 56506.
20
Compliance Support

Excusal Form
A. This form is to be used when the LEA is requesting the parent or guardian
to excuse a required IEP team member from an IEP in whole or in part
PRIOR to the meeting date.
a. Student Name: Enter student’s full name.
b. Date of Meeting: Enter the date of the meeting.
c. Check the Box in Whole or in Part: If the IEP team member is being
excused for the entire meeting check “in whole” and check “in part”
if the team member is only being excused for part of the meeting.
d. Individual Education Program Team Member(s): List the members
that will be excused from the IEP team meeting in whole or in part.
e. Area of Curriculum or Related Services: List the area of curriculum
or related services that pertain the IEP team member being
excused. i.e. Gen ed Math
f. Area of Curriculum or Related Services is Not Being Discussed:
Check the column if the area of curriculum or related services is not
being discussed at the IEP team meeting.
g. Written Input has Been Submitted to the Parent and the IEP Team
Prior to the Meeting Regarding Area of Curriculum or Related
Services: If the area of curriculum or related services pertaining to
the IEP team member is going to be discussed at the IEP team
meeting, then IEP team member must submit his/her in writing to
the parent and the IEP team prior to the meeting.
h. Parent/Guardian/Surrogate or Adult Student Signature: The
parent/guardian/surrogate or adult student must sign a date this
form and identify in the check box their relationship to the student in
order for the IEP team to be excused in whole or in part.
i. If a parent does not agree to excuse a member of the team,
you must stop the meeting and reschedule
i. Signature of Designated District Representative: The district
representative must also sign and date the form.
21
Compliance Support

Interim Form
A. This form is used for placement of a student coming from another school.
a. Student Name: Enter the student’s last name and first name.
b. Birth Date: Enter the student’s birth date.
c. Age: The student’s age as of the meeting date.
d. Grade: Enter the student’s current grade.
e. Gender: Enter the student’s gender (M or F).
f. School of Attendance: Enter the child’s neighborhood school.
g. School of Residence: This is the student’s district of residence.
h. Transportation: Check “No” if the IEP team determines that the
student does not need special education transportation. Check
“Yes” if you have consulted with the Director and the student will
require special education transportation and specify the type of
transportation (e.g. door to door, wheel chair bus, etc.)
i. Parent: Enter the parent / guardian/surrogate name.
j. Home Phone: Enter the parent’s / guardian’s home phone number,
if known.
k. Cell Phone: Enter the parent’s / guardian’s cell number, if known
l. Address: Enter the parents / guardian’s home address, city and zip
code.
m. Native Language: Enter the student’s home language or birth
language.
n. EL: Check if the student is an English Learner and whether or not
they have been re-designated.
o. Redesginated: Check the appropriate box indicating if the student
has or has not been re-designated. (R-FEP)
p. Ethnicity: Enter the student’s ethnicity as it has been entered in
PowerSchool.
q. Residency: Check whether the student resides with a Parent /
Guardian, in a Foster Family Home, in a Licensed Children’s
Institution, is an Adult Student, or Other.
r. Indicate Disability: Check the appropriate disability as reflected on
the IEP from the sending SELPA.
s. Special Education Entry Date: Enter the date the student first
received special education services, including IFSP (0-3 infant
services).
t. Interim Placement to be Reviewed: Enter the date of the next
meeting to determine appropriate special education placement.
This date must be within 30 calendar days.
u. Triennial Date: Enter the date when the next triennial evaluation is
due to be completed.
22
Compliance Support

Specific Learning Disability:

Determination of Eligibility
A. This form documents the requirements for identifying a student as having
a “specific learning disability” (SLD).
B. A draft of this form is typically completed prior to the IEP meeting with a
discussion and final decision reached by the IEP team during the meeting.
C. The Case Manager completes the form with input from the appropriate
IEP team members (School Psychologist, Special Education Teacher,
General Education Teacher, etc.)
D. Fill out the appropriate information based on the evaluations indicating the
area of achievement that is severely discrepant from the level of
intellectual ability and the processing disorder associated with this
discrepancy.
E. Indicate whether the discrepancy is or is not caused by poor attendance,
environmental, emotional, sensory or the other reasons listed in Section
III.
F. Include any medical findings that are educationally relevant and the other
information required on this form.
G. If there is a team decision that is not based on the standard measures
indicated, support that decision.
H. Obtain signatures from all participants in the IEP meeting on this form.
23
Compliance Support

Transition Pg. 1
A. Student was invited: The student is to be invited on the meeting
notification form. When the student is invited mark YES on the transition
page. Keep the documentation of the meeting notification in the student’s
file.
B. Agency was invited: When appropriate support agencies need to be
invited on the meeting notification, with the parent/guardian/students
permission. If an agency is invited mark YES, when it is “not appropriate”
mark N/A. You should never need to mark NO. Keep the documentation of
the meeting notification in the student’s file.

IDEA 2004 requires that, "to the extent appropriate, with the consent of the
parent or a child who has reached the age of majority,…the public agency
must invite a representative of any participating agency that is likely to be
responsible for providing or paying for transition services" (300.321 [b][3]).
C. How the Student Participated in the Process: Describe how the student
participated in the process by choosing the best answer. Note: IEP teams
may choose more than one option.
D. Age-appropriate transition assessments/instruments were used: Age-
appropriate transition assessments/instruments are to be used and drive
the individual transition planning portion of the IEP. When used mark YES.
The next step is to record the transition assessment information/results
used to identify the student’s preferences and interests for transition
planning as they relate to his/her postsecondary goals. Assessment needs
to be comprehensive NOT JUST Vocational. This information serves as
Present Levels for the transition section of the IEP. The post-secondary
goals are what the student plans on doing upon graduation/completing
school. The gap between the results of the transition assessment and the
student’s interests is the basis for the post-secondary goals.

Describe what the student is interested in and wants to pursue in areas of

education, career and living based on the information you get from the
transition assessments. Be sure this is documented on Form 1A.

Transition assessment is the ongoing process of collecting data on the

individual's needs, preferences, and interests as they relate to the
demands of current and future work, education, independent living, and
social environments. Age appropriate assessment based on the student’s
chronological age may need to be adapted for some students so that
meaningful data are obtained.

Presence of the following information, as appropriate, in the student's file

and a clear link of such information to the student's postsecondary goal(s)
would meet the requirements of age appropriate transition assessment.
24
Compliance Support

a. State mandated test scores gathered during high school

b. Quarterly or semester grades or progress notes throughout high
school
c. Current psychological assessment data indicating areas of strength
and weakness, while documenting the presence of a diagnosed
disability
d. College entrance exam scores, if applying to 4-year colleges
e. Informal interviews with students
f. Interest inventories or questionnaires
g. Career interest inventory and/or career skill inventory
h. An adaptive behavior scale (with a student self-assessment
component included)
i. Teacher/ employer observations of school or community-based
work experiences
j. Various student self-assessments.

Best practices would also include assessment information (a) provided by

multiple people, (b) regarding student performance in multiple
environments, (c) based on naturally occurring experiences, (c) that is
understandable, and (d) that was gathered through instruments and
methods sensitive to cultural diversity.
E. Student’s Postsecondary Goals: The student’s IEP must include
appropriate measurable postsecondary goal or goals that cover education
or training, employment, and, if appropriate, independent living.

Postsecondary goals refer to those goals that a student hopes to achieve

after exiting high school. A postsecondary goal is not the process of
pursuing or moving toward a desired outcome, but the identification of
what the desired outcome will be.

EXAMPLES

Education/Training:
• Upon completion of school, I will join the Army.
• Upon completion of school, I will enroll in the local Community
College.
• Upon completion of school, I will learn independent living skills
from the Regional Center.

Employment:
• Upon completion of school, I will work as a mechanic.
• Upon completion of school, I will work as a teacher.
• Upon completion of school, I will work at the Opportunity Center.
• Upon completion of school, I will work in competitive employment.
• Upon completion of school, I will work in supported employment.
25
Compliance Support

Independent Living:
• Upon completion of school, I will live on my own.
• Upon completion of school, I will live with friends in a home or
apartment.
• Upon completion of school, I will live on my own with help from my
family.

Make sure the post-secondary goal is linked to an annual goal that will
support the skills needed to reach the students post-secondary goals.

Person/agency responsible: Put in the student’s name and then whoever

else will also be responsible.

Updated Annually: There must be documentation that the postsecondary

goals in the IEP are for the current year, and have been updated
according to the student’s changing strengths, preferences and interests.
F. Transition Services Codes: Chose an appropriate Transition Service Code
that will be used to support the student’s post-secondary goal.
820 College Awareness Preparation: College awareness is the
result of acts that promote and increase student learning about
higher education opportunities, information and options that are
available including, but not limited to, career planning, course
prerequisites, admission eligibility and financial aid.
830 Vocational Assessment, Counseling, Guidance, and Career
Assessment: Organized educational programs that are directly
related to the preparation of individuals for paid or unpaid
employment and may include provision for work experience, job
coaching, development and/or placement, and situational
assessment. This includes career counseling to assist student in
assessing his/her aptitudes, abilities, and interests in order to make
realistic career decisions. (Title 5 §3051.14).
840 Career Awareness: Transition services include a provision in
paragraph (1)(c)(vi), selfadvocacy, career planning, and career
guidance. This comment also emphasized the need for
coordination between this provision and the Perkins Act to ensure
that students with disabilities in middle schools will be able to
access vocational education funds. (34 CFR-§300.29).
850 Work Experience Education: Work experience education
means organized educational programs that are directly related to
the preparation of individuals for paid or unpaid employment, or for
additional preparation for a career requiring other than a
baccalaureate or advanced degree. (34 CFR 300.26)
855 Job Coaching: Job coaching is a service that provides
assistance and guidance to an employee who may be experiencing
difficulty with one or more aspects of the daily job tasks and
functions. The service is provided by a job coach who is highly
26
Compliance Support

successful, skilled, and trained on the job who can determine how
the employee that is experiencing difficulty learns best and
formulate a training plan to improve job performance
860 Mentoring: Mentoring is a sustained coaching relationship
between a student and teacher through on-going involvement and
offers support, guidance, encouragement, and assistance as the
learner encounters challenges with respect to a particular area
such as acquisition of job skills. Mentoring can be either formal as
in planned, structured instruction or informal that occurs naturally
through friendship, counseling and collegiality in a casual,
unplanned way.
865 Agency Linkages (referral and placement): Service
coordination and case management that facilitates the linkage of
individualized education programs under this part and
individualized family service plans under part C with individualized
service plans under multiple Federal and State programs, such as
Title I of the Rehabilitation Act of 1973 (vocational rehabilitation),
Title XIX of the Social Security Act (Medicaid), and Title XVI of the
Social Security Act (supplemental security income). (34 CFR §613).
870 Travel Training (includes mobility training): Orientation and
mobility services-- (i) Means services provided to blind or visually
impaired children by qualified personnel to enable those students to
attain systematic orientation to and safe movement within their
environments in school, home, and community
890 Other Transition Services: These services may include
program coordination, case management and meetings, and
crafting linkages between schools and between schools and
postsecondary agencies.

Transition services are a coordinated set of activities for a student with a

disability that:
• Is designed to be within a results-oriented process, focused on
improving the academic and functional achievement of the child
with a disability to facilitate the child’s movement from school to
post-school activities, including postsecondary education;
vocational education; integrated employment (including supported
employment); continuing and adult education; adult services;
independent living or community participation
• Is based on the individual child’s needs, taking into account their
strengths, preferences, and interests;
• Includes instruction, related services, community experiences, the
development of employment and other post-school adult living
objectives and, when appropriate, acquisition of daily living skills
and functional vocational evaluation.
27
Compliance Support

G. Activities to Support Transition Service: Identify different activities

that will be employed to help the student achieve his/her post-
secondary goals. (Ex. career research paper, college application,
job applications, resume writing, self-help unit on cooking,
Workability training etc.)
H. Community Experiences as Appropriate: Identify any activities in
the community in which the student will be participating in the
community. (Ex. Job shadowing, community based instruction,
service learning, community service, youth group, scouts, and
ballet)
I. Related Services/DIS as Appropriate: Include any related services
the student may need based on their disability that will help the
student achieve his/her post-secondary goals. (ex. Speech and
Language, Deaf and Hard of Hearing services, Orientation and
Mobility Transportation, Career Counseling, etc.)
28
Compliance Support

Transition Pg. 2
A. Course of Study: Courses of study are defined as a multi-year description
of coursework that explicitly connect to the student’s desired post-school
goals, from the students’ current to anticipated exit year. Transcripts are
not considered a course of study unless they also contain the list of future
required courses to be completed by the student. Include a sentence as to
how the completion of the student’s course of study and diploma or
certificate of completion will increase the student’s ability to achieve his or
her post-secondary goals. Here is an example of conveying this
information:

Team discussed XXXX progress in Algebra 1 and determined that in order to

build his skills he will work on Kahn Academy instead of the Algebra curriculum,
but will still take the final exam to assess his Algebra skills in determining next
steps with math. Discussion of potentially modifiying his math grade and
curriculum at a later time depending on his progress.

XXXX needs to meet the following ACLC graduation requirements in order to

graduate with a diploma, each semester is 5 credits per class:

English - 40 credits
Math (including Algebra 1) - 30 credits
Science (including Physics, Chemistry and Biology ) - 30 credits
History (including World History, US History, Government and Economics) - 30
credits
Visual Performing Arts - 10 credits
College Prep Elective - 10 credits
Foreign Language - 20 credits (in the same language)
Current Life Issues - 5 credits
Physical Education - 20 credits
Additional Electives to Meet 230 credits

Additionally students must complete 20 hours of community service yearly,

senior seminar, senior project and a college course in their senior year.

B. Units/Credits: Update the units/credits the student has completed up to

this meeting and then the units/credits the student still has to complete or
has pending for a diploma/certificate including what the student will take in
the next IEP cycle.
C. Course of Study leads to: The IEP Team indicates by checking which
option - a Certificate of Completion or a Diploma – will the courses the
student is currently enrolled in lead to a certificate of completion or a
diploma.
29
Compliance Support

D. Transfer of Rights: On or before the student’s 17th birthday, the teacher is

to explain that he and/or she will assume all special education rights and
protections upon turning 18 (unless a conservator has been appointed by
the court). Review the Notice of Procedural Safeguards with the student.
Have the student and parent sign this section.