Notice: All selections are set to "yes". If this is a correct answer for you, leave it as "yes"; if not, change to "no" by clicking on the "no" button. This will produce text in the document for you to take action or follow up.

We hope that you find this tool helpful. Please email Jocelyn to provide feedback on this tool as it is in the test versions. Return to the previous page.

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Before the meeting:

1. Review records

Do you have a copy of the current IEP?
Yes
No

Have you reviewed the goals on the current IEP?
Yes
No

Do you have a copy of the most recent assessments the school has completed?
Yes
No

Do you understand the results of the assessments?
Yes
No

Do you have the results of any general state or district-wide assessments (tests) your child has taken?
Yes
No

Have you reviewed all assessments, from both the school and any that you had done?
Yes
No

 

2. Think about your child:
       

Consider writing a portrait of your child visit this website for ideas and for information as to what this means!

Have you considered the vision you have for your child for the future as well as for the next school year?
Yes
No

Have you listed your child’s strengths, needs and interests?
Yes
No

Have you listed your major concerns about your child’s education?
Yes
No

Have you talked to your child- what do they like best and least about school?
Yes
No

Have you thought about your child’s education progress? What has been working and what has not?
Yes
No

Have you brainstormed with people (teacher, friend, family members, tutor, therapist, consultant) to get some ideas before the meeting?
Yes
No

Have you considered how your child’s disability affects his or her education?
Yes
No

Have you considered ways of involving your child in developing his or her IEP?
Yes
No

3. Areas of need

Does your child have communication needs?
Yes
No

Does your child need assistive technology services and devices?
Yes
No

Does your child’s behavior interfere with his or her learning or the learning of others?
Yes
No

Does your child have a visual impairment and need instruction in or use of Braille?
Yes
No

Is your child deaf or hard of hearing and have language and other communication needs?
Yes
No

Does your child have language needs related to his or her IEP, because English is not his or her first language?
Yes
No

4. Thinking about the IEP meeting

Do you know who will be attending the IEP meeting?
Yes
No

Are you bringing someone with you to the meeting with knowledge or special expertise regarding the child, such as a spouse, relative, friend, related service personnel or a representative from a local disability organization.
Yes
No

Are you planning to tape record the meeting?
Yes
No

Have you notified the district in writing 24 hours in advance of the meeting that you will be taping?
Yes
No

Do you need an interpreter at the meeting?
Yes
No

Do you know your educational rights?
Yes
No

 

 

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At the IEP Meeting:

1. Formal and informal assessments reviewed to identify strengths, performance gaps (weaknesses), present levels of performance, and needs:

Has the team discussed the student’s strengths/ preferences/ interests?
Yes
No

Has the team discussed what helps your child to learn?
Yes
No

Has the team discussed what limits or interferes with your child’s ability to learn?
Yes
No

Do observations of your child accurately represent his/her performance?
Yes
No

Has the team reviewed results from any district-wide assessments and/or individual assessments?
Yes
No

Does the IEP contain a statement of your child’s present levels of education performance including a written statement of strengths and weaknesses?
Yes
No

2. List how the disability impacts the student academically and socially (includes behavior) in the school setting

Have you documented how your child’s disability affects his or her ability to be involved and progress in the general curriculum?
Yes
No

Does your child have identified areas of need in communication?
Yes
No

Does your child have identified areas of gross/fine motor development needs?
Yes
No

Does your child have identified areas of need in social/emotional development?
Yes
No

Does the student’s behavior impede learning?
Yes
No

Does your child have health issues (asthma, diabetes, allergies, sleep disorder)?
Yes
No

Does your child have self- help needs?
Yes
No

Are sensory problems addressed?
Yes
No

Does the present level of performance include all of the needs identified in the assessment?
Yes
No

3. Design appropriate goals that are in line with the student's needs and are based on your state’s Content Standards.

Do all identified areas of need have goals?
Yes
No

Are all of the student’s educational needs addressed by appropriate goals?
Yes
No

Is there a baseline for each goal?
Yes
No

Are all of the goals on the measurable?
Yes
No

Are the student’s goals clear on what student will do, how, where and when he/she will do it?
Yes
No

4. Determine placement in the Least Restrictive Environment:

Does the IEP describe the extent your child will participate in the general curriculum?
Yes
No

Are special services scheduled so that your child will miss the least time in the regular classroom?
Yes
No

When determining the least restrictive environment (LRE), are potential harmful effects on the child or quality of services needed considered?
Yes
No

In determining the LRE for your child, was the general education class considered with supplemental services or aids?
Yes
No

5. Determine appropriate supports and services, accommodations and modifications the student will need to receive educational benefit and to make progress in that placement

Does the student require assistive technology devices and services?
Yes
No

Is the student blind or visually impaired?
Yes
No

Is student Deaf or Hard of Hearing?
Yes
No

Does the student’s behavior impede learning?
Yes
No

Are there specifics in the IEP as to how progress will be reported to the parents?
Yes
No

If the IEP team determines your child cannot participate in state and district-wide assessments, does the IEP contain a statement about how your child will be assessed and why it is needed?
Yes
No

Are the supplementary aids (such as books on tape, modified chair, one to one aide) and services (such as speech therapy, special day class, resource) to be provided clearly documented in the IEP?
Yes
No

For each service to be provided, are the specifics documented, including personnel responsible, initiation date, duration, frequency and location?
Yes
No

Are modifications and accommodations included in the IEP? This includes such things as extra time on tests, sitting close to teacher, use of a laptop, note taker, daily homework check, etc.
Yes
No

Are supports to be provided to school personnel (training, consultants, etc.) documented?
Yes
No

Will all special education services be provided at the student’s school of residence?
Yes
No

Has extended school year been considered by the IEP Team?
Yes
No

Has transportation been addressed?
Yes
No

Do you know who is directly responsible for each part of your child’s program?
Yes
No

Given your child’s ability and skills, is the school expecting the kind of progress you think your child should make?
Yes
No

6. Before the meeting is adjourned:

Has everyone that paticipated in creating the IEP signed and dated that they were in attendance?
Yes
No

Did you sign that you attended the meeting?
Yes
No

Did you initial that you understand your rights?
Yes
No

Did you review the IEP to make sure you understand everything?
Yes
No

Did you ask what you can do at home to reinforce skills being taught at school?
Yes
No

Did you agree with the proposed IEP at the end of the meeting?
Yes
No

Did you know you can review the proposed IEP document at home first?
Yes
No

If you reviewed the IEP at home, did you return the unsigned IEP to the school as soon as you have made your decision?
Yes
No

Did you receive a copy of the IEP before leaving?
Yes
No

If you have no transition issues (age 14 and up) select Create Document Below

 

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Transition Plans

Transition services is a term used in the Individuals with Disabilities Education Act (IDEA) that defines a coordinated set of activities that may address, among others, the assessment, planning process, and educational and community experiences for youth with disabilities as they turn age 14. The intent of transition is to create opportunities for youth with disabilities that result in positive adult outcomes for life.

A transition plan is based on the student’s desired outcomes, and outlines a program for the student’s school including community activities. The course of study may include rquired elective, advanced placement, modified or specially designed instruction. The decisions regarding the course of study should directly relate to how the student is functioning and what he/she wants to do after high school.

 

Transition Services Participants

 

Did the public agency invite the student?
Yes
No

 

If the student did not attend the IEP meeting, did the public agency take steps to ensure that the student's preferences and interests were considered in the development of the IEP?
Yes
No

 

Did the public agency invite a representative of any other agency that is likely to be responsible for providing or paying for transition services?
Yes
No

 

If an agency was invited to send a representative to a meeting and did not do so, did the public agency take other steps to obtain his or her participation in the planning of transition services?
Yes
No

 

Exception to FAPE and Prior Written Notice

(To understand Prior Written Notice, go to http://www.fape.org/pubs/FAPE-24.pdf )

 

If the student will graduate with a regular* high school diploma, has the IEP team provide the parent(s) (and student, if rights have been transferred) with prior written notice that graduation from high school with a regular diploma constitutes a change in placement and that the high school student is no longer entitled to provide a free appropriate public education (FAPE)?
Yes
No

 

*Does not apply to students who have graduated but have not been awarded a regular high school diploma.

 

Content of the Individualized Transition Program (ITP)

 

Does the ITP include a statement of needed transition services that is a coordinated set of activities that promotes movement from school to desired postschool activities?
Yes
No

 

Does the ITP have instructional goals, including requirements to complete certain classes to succeed in the general curriculum and to gain needed skills?

Yes
No

 

Does the ITP require related services so the student can achieve goals?

Yes
No

 

Have community experiences been included, such as shopping, recreational activities and travel training?

 

Are students involved in employment-related activities such as career exploration and supportive employment?
Yes
No

 

Are post school adult living skills considered, such as vocational training, college or other specialized training?

Yes
No

 

Are daily living skills needed, including activities such as preparing meals, grooming, shopping, paying bills?
Yes
No

 

Is there a statement, if appropriate, of the interagency responsibilities or any needed linkages (i.e., linkages to agencies or services the student needs)?

Yes
No

 

If a participating agency failed to provide agreed-upon transition services contained in the IEP, did the public agency responsible for the student’s education reconvene the ITP team to identify alternative strategies to meet the transition objectives for the student set out in the IEP?
Yes
No

 

 

Has the student had a functional vocational evaluation which provides practical information about job or career interests?
Yes
No

 

Is there a statement of needed transition services that addresses postsecondary education?
Yes
No

 

Is there a statement of needed transition services that addresses vocational training?
Yes
No

 

Is there a statement of needed transition services that addresses integrated employment (including supported employment)?

Yes
No

 

Is there a statement of needed transition services that addresses continuing and adult education?
Yes
No

 

Is there a statement of needed transition services that addresses adult services?
Yes
No

Is there a statement of needed transition services that addresses independent living?
Yes
No

 

Is there a statement of needed transition services that addresses community participation?
Yes
No

 

Is the transition plan a coordinated set of activities that is based on the individual student’s needs, taking into account the student’s preferences and interests?
Yes
No

 

Has the team reviewed “age of majority” information at least one year before the student reaches the ages of majority under state law?
Yes
No

 

When the student reached the age of majority, did the public agency notify both the student and the parent that all rights under Part B transferred to the student?
Yes
No

Website with age of majority laws state by state:
Website with age of majority chart.;