This document provides guidance on completing various components of an IEP document, including: 1) Gathering assessment data from various sources such as student interviews, surveys, and standardized tests. 2) Procedures for scheduling and notifying parents of IEP meetings, including required notice forms and timelines. 3) Instructions for completing different sections of the IEP including the student profile, present levels of performance, transition services, goals, special education and related services, accommodations, and required signatures and documentation.

1. Joyce Sager, Ed.D.
Gadsden City High
April 2013

2. Gather and organize existing data
Interview Students
Parent andTeacher Surveys
Use appropriate assessments

3.  EXPLORE (8th grade) -Interest Inventories and Achievement
 Middle SchoolTransition PlanningAssessment and Matrix
 StateAssessments
 Grades,Attendance, Discipline Referrals, School Records
 Eligibility Form
 Teacher and Parent Input
 Social History
 Student Motivation and Learning Style Inventory
 TransitionAssessments-Include results in Profile and PLOP
 Transition Planning Inventory
 Career Interest Inventories
 Air Self-Determination Scales (Student and Parent Forms)
 Structured Interview- Create vision for future. Might use “Student
Dream Sheet”
 Ansell-Casey Life Skills—Provides a nice profile
 Daily Living, etc.
Assess, Assess, Assess

4. Document 2 attempts before having conference (if no
response from parent).
(Voicemail, unsuccessful phone calls, and returned mail
– not considered attempts)
Notice of Proposed Meeting

5. From
This
To
This

6. 1st half of
NOP
Check Purpose(s) ofAnnual IEP
Meeting:
DiscussTransition
Review/Revise IEP
People invited:
Mark first 6 people
Agency, if invited -(Refers to
entity, such as ADRS,
that may pay for/
provide transition
services)
Signature of Education Agency
Official—Rhonda Perry (your
initials)
Ex.—Rhonda Perry (JS)

7. 2nd Half of
NOPComplete
Do NOT invite agency (ADRS) until
consent is given.
The agency rep cannot attend the
conference if NOP is not returned
indicating consent and the
parent/guardian is not in
attendance.
All notices must be sent to parents
AND student when student is 19.
1st notice must be sent/given to the
parent and student (age of majority)
and may be followed up with a call,
e-mail, etc.`
2nd notice, if needed should be
sent/given to parent/student and
may be followed up by a call, …
Indicate that parent is “able to
meet” if he/she requests to
participate by phone. Get their #.
Indicate date and how students and
agency were informed.

9. Profile Page
There must be a direct link between the profile and other
elements of the IEP
. Strengths of Child
 Parental Concern for Enhancing the Education
 Student Preferences and/or Interests
 Includes info obtained from parent, teacher(s), and the student regarding
preferences and interests.
 AddressTransition
 Results of the Most Recent Evaluations
 Write in meaningful terms.
 Can include the results of transition assessments here.
 The Academic, Developmental, and Functional Needs of the Child
 How does his disability affect involvement and progress in the general ed
curriculum?
 May include accommodations
 Other
 Any info pertinent to development of IEP but not included elsewhere.

10. PROFILE---PAGE 2
Special Instructional Factors
Check “YES” for transition services
Check “YES” if there is a BIP
Check “YES” if student has behavior impending on
learning AND address in the IEP
Transportation
Check “NO” if student has same transportation as
nondisabled students
Nonacademic and Extracurricular Activities-Check “YES”
unless supports are described or explanation given
Annual Goal Progress Reports—Every 9 weeks or when report
cards are issued

12.  Transition MUST be addressed when
student is entering 9th grade. Address:
 Invite student to meeting
 Check if permission is provided to invite agency
 Check Alabama High School Diploma
 Document Expected Date of Exit
 Document Program Credits to be earned.
 Check Transition Assessments used AND have
documentation of these assessments on file
 Use drop down boxes to indicate Transition
Goals.
 Long-term Goals should be addressed at
conference with parents and not based solely
on educational pathway.
 “Other” might be applicable for an
employment career goal of joining the
military.
 Indicate Transition Service within Transition
Strand. A goal must be written for each service
identified as needed. Use Matrix
*Students who graduate with the Alabama High
School Diploma through the Essential Course pathway
or the AAS pathway may return to school through age
21 but must continue to work toward earning credits.

14.  Includes:
 What the student “can” do in that area
 What the student “cannot” do in that area
 How the student’s progress is impacted

15. Goals
 Annual Goals must be measureable and include the Present Level of
AcademicAchievement and Functional Performance,Type(s) of Evaluation
for Annual Goal, and Special Education and Related Services
 Must be a direct relationship between AREA, PLOP,ANNUAL GOAL, and
SPED and RELATED SERVICES
 IdentifyArea: Academic, Functional (e.g., behavior ), orTransition (Check
transition box)
 Present Level of Academic Achievement and Functional Performance:
Information should be stated in a readily understandable manner to describe
what the student can do and in relation to what he SHOULD be able to do in
that area of instruction. How does the student’s disability affect his
involvement and progress in the general curriculum?
 Measureable Annual Goal: Describes what the student should be able to
accomplish in one year (See Q & A, dated Oct. 2012, found on ALSDE SPED
webpage under standards tab.)
 Type of Evaluations for Annual Goal—Check at least one for each goal.
 Date of Mastery: Actual Date of Mastery

16.  IF there is a behavior goal, mark on page 2 of the
Profile that behavior impedes the learning of the
student and the learning of others.
 IF there is a BIP, there MUST be a behavior goal.
 Best practice---Insert BIPs into SETS

17.  Special Education—MUST be completed for all students
 Must be based on peer-reviewed research showing that the program or services
are effective
 Describes the specially designed instruction that will be provided for EACH area
listed in the IEP
 Location for each service must be completed.
 Anticipated Frequency describes how often the service will be provided.
 Amount ofTime should be total amount of time for each area.
 Beginning/Ending Duration Dates are the start to finish of services and may be
different for each area listed and may be different from IEP Initiation/Duration
Dates.
 If the Location of Service and Anticipated Frequency of Service is the same for
more than one area, the Amount ofTime may be written as the cumulative
Amount ofTime for all areas where the specially designed instruction shares the
same location and frequency of services.

18.  Includes services necessary for the student to
benefit from Special Education.
 Must be described in detail
 Examples include:
 OccupationalTherapy
 Audiology Services
 Counseling and SocialWork Services in school
 Speech-language Pathology
 School Nurse and School Health Services

19.  Accommodations consist of aids, services, and other supports
provided in gen. ed. classes or other education-related settings to
enable a student with a disability to be educated with nondisabled
students to the maximum extent appropriate in accordance with his
LRE.
 Amount of time may be excluded if service is self-explanatory.
 Examples include:
 Tutoring
 Preteaching/ reteaching or reinforcing concepts
 Behavior management plan
 Assigned Seating
 Assignments broken into segments or blocks
 Extended time allowed for completion of assignments
 Avoid confrontational techniques
 Study guides with answers provided
 Directions for assignments explained one-on-one to student

20.  Modifications, or changes, made to content
of curriculum
 Course credit disallowed

21.  Should be completed for all students taking classroom 0r district-
wide assessments.
 Only accommodations included on the IEP and provided to the
student on an on-going basis for classroom assessments are
considered as accommodations for State and district-wide
assessments.
 Examples include:
 Additional time for tasks
 Adapting assignments/tasks
 Highlighters
 Calculator
 Reformatting assessments
 Special seating
 Testing in small group setting
 Testing by special ed. teacher of paraprofessional
 Directions and test questions read aloud to student

24. Use for each IEP conference, including those
resulting in amendments

25. • Transfer of Rights- Record the
day the student was informed
• ESY-Check “YES”
• LRE—If “NO” is checked,
provide justification (cannot be
based on disability).
• 6-21Years of Age- Select LRE
• Copy of IEP—Check “YES” or
“NO” (with date sent)
• Copy of SPED Rights
• Check “YES” or
• Check “NO” and the
date Rights were
provided within the past
year to Parent/Student
(if 19 and older)
• Signatures (People who
attended/participated at conf.)
• Names must be typed
in space.
• Signed at conf.- not
after
• If parent participated
by phone-Type “Parent
participated by phone”
• Info From People Not in Att.
• Annual IEP Review Date-
Determined by Signature Date

26. Nope!!!