Académique Documents
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Review Name(s):
Student Name:
Timelines
Directions: Use the following fields to assist in determining citations for the below:
Type of evaluation:
Initial
Reevaluation
Yes
No
Type of plan:
Initial
Annual
Yes
/
No
/
NOT In Compliance
District
Family
Other District
Frequency of Reevaluation
A district shall ensure that a reevaluation of each pupil is conducted...at least once every three
\HDUV
Minn. R. 3525.2710, subp. 2
A reevaluation of each child with a disability is conducted...if the public agency determines that the
educational or related services needs, including improved academic achievement and functional
performance, of the child warrant a reevaluation; or if the child's parent or teacher requests a
reevaluation.
34 C.F.R. 300.303(a)
Previous evaluation report not in the file.
In Compliance
NOT In Compliance
Family
Other District
Secondary Transition
During grade 9, the plan must address the student's needs for transition from secondary services
to postsecondary education and training, employment, community participation, recreation, and
leisure and home living.
Minn. Stat. 125A.08
First IEP addressing transition services not in the file.
In Compliance
NOT In Compliance
District
Page 2
Other District |
N/A
NOT In Compliance
District
Family
Other District |
N/A
NOT In Compliance
District
Family
Other District |
N/A
Transfer of Rights
Beginning not later than one year before the child reaches the age of majority under State law, the
IEP must include a statement that the child has been informed of the child's rights under Part B of
the Act, if any, that will transfer to the child on reaching the age of majority. 34 C.F.R. 300.320(c)
The public agency must provide any notice required by this part to both the child and the parents;
and all rights accorded to the parents under Part B of the Act transfer to the child.
34 C.F.R. 300.520(a)(1)
Documentation not in the file.
In Compliance
NOT In Compliance
District
Family
Other District |
N/A
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NOT In Compliance
District
Family
Other District |
N/A
Notification
Directions: For each area, review legal requirement and mark item if record is NOT in compliance,
checking all that apply. Then select final compliance status for that area. If one or more legal
requirements are checked as not in compliance, the final compliance status would be NOT In
Compliance.
Notice of Evaluation
The notice must include a description of the action proposed or refused by the agency.
34 C.F.R. 300.503(b)(1)
The notice must include an explanation of why the agency proposes or refuses to take the action.
34 C.F.R. 300.503(b)(2)
The notice must include a description of other options that the IEP Team considered and reasons
why those options were rejected.
34 C.F.R. 300.503(b)(6)
The notice must include a description of each evaluation procedure, assessment, record, or report
the agency used as a basis for the proposed or refused action.
34 C.F.R. 300.503(b)(3)
The notice must include a description of other factors that are relevant to the agency's proposal or
refusal.
34 C.F.R. 300.503(b)(7)
The notice must include a statement that the parents of a child with a disability have protection
under the procedural safeguards of this part and, if this notice is not an initial referral for
evaluation, the means by which a copy of a description of the procedural safeguards can be
obtained.
34 C.F.R. 300.503(b)(4)
The notice must include sources for parents to contact to obtain assistance in understanding the
provisions of this part.
34 C.F.R. 300.503(b)(5)
The notice must be written in language understandable to the general public.
34 C.F.R. 300.503(c)(1)(i)
The notice must be provided in the native language of the parent or other mode of communication
used by the parent, unless it is clearly not feasible to do so.
34 C.F.R. 300.503(c)(1)(ii)
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NOT In Compliance
District
Other District
NOT In Compliance
District
Other District
Page 5
NOT In Compliance
District
Other District
Page 6
NOT In Compliance
District
Other District
NOT In Compliance
District
Other District
NOT In Compliance
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Other District
Evaluation
Directions: For each area, review legal requirement and mark item if record is NOT in compliance,
checking all that apply. Then select final compliance status for that area. If one or more legal
requirements are checked as not in compliance, the final compliance status would be NOT In
Compliance.
Evaluation Materials and Procedures
As part of an initial evaluation (if appropriate) and as part of any reevaluation, the IEP Team and
other qualified professionals, as appropriate, must review existing evaluation data on the child,
including information provided by the parents of the child.
34 C.F.R. 300.305(a)(1)
A variety of assessment tools and strategies are used to gather relevant functional, developmental,
and academic information about the child, including information provided by the parent.
34 C.F.R. 300.304(b)(1)
Assessments and other evaluation materials used to assess a child are selected and administered
so as not to be discriminatory on a racial or cultural basis.
34 C.F.R. 300.304(c)(1)(i)
Assessments and other evaluation materials used to assess a child are provided and administered
in the child's native language or other mode of communication and in the form most likely to yield
accurate information on what the child knows and can do academically, developmentally, and
functionally, unless it is clearly not feasible to provide or administer. 34 C.F.R. 300.304(c)(1)(ii)
Assessments and other evaluation materials used to assess a child are used for the purposes for
which the assessments or measures are valid and reliable.
34 C.F.R. 300.304(c)(1)(iii)
Assessments and other evaluation materials used to assess a child are administered by trained
and knowledgeable personnel.
34 C.F.R. 300.304(c)(1)(iv)
The evaluation is sufficiently comprehensive to identify all of the child's special education and
related services needs, whether or not commonly linked to the disability category in which the child
has been classified.
34 C.F.R. 300.304(c)(6)
Evaluation report not in the file.
In Compliance
NOT In Compliance
District
Other District
Evaluation Report
As part of an initial evaluation (if appropriate) and as part of any reevaluation, the IEP Team and
other qualified professionals, as appropriate, must review existing evaluation data on the child
including-- Evaluations and information provided by the parents of the child.
34 C.F.R. 300.305(a)(1)(i)
An evaluation report must include: a summary of all evaluation results.
Minn. R. 3525.2710, subp. 6(A)
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NOT In Compliance
District
Other District
Determining a Child is Not a Child with a Disability Graduation and Aging Out
For a child whose eligibility terminates [due to graduation from secondary school with a regular
diploma], a public agency must provide the child with a summary of the child's academic
achievement and functional performance, which shall include recommendations on how to assist
the child in meeting the child's postsecondary goals.
34 C.F.R. 300.305(e)(3)
For a child whose eligibility terminates [due to exceeding the age eligibility for FAPE under State
law], a public agency must provide the child with a summary of the child's academic achievement
and functional performance, which shall include recommendations on how to assist the child in
meeting the child's postsecondary goals.
34 C.F.R. 300.305(e)(3)
Summary of performance not in the file.
In Compliance
NOT In Compliance
District
Other District
N/A
Page 9
Page 10
NOT In Compliance
District
Other District
N/A
The FBA includes the identification of events, times, and situations that predict the occurrence and
nonoccurrence of the behavior.
Minn. R. 3525.0210, subp. 22
The FBA also identifies the antecedents, consequences, and reinforcers that maintain the
behavior.
Minn. R. 3525.0210, subp. 22
The FBA identifies the possible functions of the behavior.
An FBA includes a variety of data collection methods and sources that facilitate the development
of hypotheses and summary statements regarding behavioral patterns.
Minn. R. 3525.0210, subp. 22
FBA not in the file.
In Compliance
NOT In Compliance
District
Other District
N/A
NOT In Compliance
District
Other District
N/A
Exit Procedures
A public agency must evaluate a child with a disability before determining that the child is no
longer a child with a disability.
34 C.F.R. 300.305(e)(1)
Evaluation report not in the file.
In Compliance
NOT In Compliance
District
Page 12
Other District
N/A
Eligibility
Directions: After completing an eligibility checklist for each area evaluated, complete the areas below.
Check
Each Area
Considered
Evaluation /IEP
Team Found
Student Eligible
in This Area:
Indicate Yes/No
Disability Category
Autism Spectrum
Disorders
Blind or Visually Impaired
Deaf/Blind
Deaf/Heard of Hearing
Developmental Adapted
Physical Education
(DAPE)
Developmental Cognitive
Disability
Developmental Delay
(3-6)
Emotional or Behavior
Disorders
Other Health Disabilities
Physical Impairment
Severely Multiply
Impaired
Specific Learning
Disability
Speech or Language
Impairment
Traumatic Brain Injury
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Documentation
in Evaluation
Report
Supports Team
Decision:
Yes/No
District Comments
IEP/IIIP Standards
Directions: For each area, review legal requirement and mark item if record is NOT in compliance,
checking all that apply. Then select final compliance status for that area. If one or more legal
requirements are checked as not in compliance, the final compliance status would be NOT In
Compliance.
Team Members
The IEP Team for each child with a disability includes the parents of the child.
34 C.F.R. 300.321(a)(1)
The IEP Team for each child with a disability includes not less than one regular education teacher
of the child (if the child is, or may be, participating in the regular education environment).
34 C.F.R. 300.321(a)(2)
The team member licensed in a pupil's disability shall be responsible for conducting the pupil's
evaluation and participating at team meetings when an IEP is developed, reviewed, or revised.
Minn. R. 3525.2350, subp. 3
The IEP Team for each child with a disability includes not less than one special education teacher
of the child, or where appropriate, not less than one special education provider of the child.
34 C.F.R. 300.321(a)(3)
A child with a disability must be invited to attend the IEP Team meeting if a purpose of the meeting
will be the consideration of the postsecondary goals for the child and the transition services
needed to assist the child in reaching those goals.
34 C.F.R. 300.321(b)(1)
To the extent appropriate, with the consent of the parents or a child who has reached the age of
majority, a representative of any participating agency that is likely to be responsible for providing
or paying for transition services must be invited to attend the meeting. 34 C.F.R. 300.321(b)(3)
The IEP Team for each child with a disability includes a representative of the public agency who is
qualified to provide, or supervise the provision of, specially designed instruction to meet the unique
needs of children with disabilities; is knowledgeable about the general education curriculum; and is
knowledgeable about the availability of resources of the public agency. 34 C.F.R. 300.321(a)(4)
A representative of the private school or facility must attend the meeting but if the representative
cannot attend, other methods are used to ensure participation by the private school or facility,
including individual or conference telephone calls.
34 C.F.R. 300.325(a)(2)
If the team determines that it may be appropriate to consider placement options outside of the
resident district, representatives from the outside district, agency, or academy must be invited to
attend a team meeting as a participant to complete an appropriate IEP for the pupil including the
needs, goals, objectives, services, and placement of the pupil.
Minn. R. 3525.0800, subp. 3
In the case of a child who was previously served under Part C, an invitation to the initial IEP Team
meeting must, at the request of the parent, be sent to the Part C service coordinator or other
representatives of the Part C system to assist with smooth transition of services.
34 C.F.R. 300.321(f)
Documentation not in the file.
NOT In Compliance
NOT In Compliance
NOT In Compliance
NOT In Compliance
NOT In Compliance
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NOT In Compliance
NOT In Compliance
NOT In Compliance
Progress Reporting
The IEP includes a description of how the child's progress toward meeting the annual goals will be
measured.
34 C.F.R. 300.320(a)(3)(i)
The IEP includes a statement of when periodic reports on the progress the child is making toward
meeting the annual goals (such as through the use of quarterly or other periodic reports,
concurrent with the issuance of report cards) will be provided.
34 C.F.R. 300.320(a)(3)(ii)
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Documentation of progress reporting as required by the IEP not in the file. See 34 C.F.R. 76.731
In Compliance
NOT In Compliance
There are annual IEP goals that will reasonably enable the child to meet the postsecondary goals.34 C.F.R.
Transition services in the IEP that focus on improving the academic and functional achievement of
the child to facilitate their movement from school to post-school.
34 C.F.R. 300.43(a)(1)
Evaluation report not in the file.
In Compliance
NOT In Compliance
N/A
NOT In Compliance
N/A
Modification of Assessment
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NOT In Compliance
N/A
NOT In Compliance
Transfer Students
If a child with a disability (who had an IEP that was in effect in a previous public agency in the
same State) transfers to a new public agency in the same State, and enrolls in a new school within
the same school year, the new public agency (in consultation with the parents) must provide FAPE
to the child (including services comparable to those described in the child's IEP from the previous
public agency), until the new public agency either adopts the IEP from the previous public agency;
or develops, adopts, and implements a new IEP.
34 C.F.R. 300.323(e)
If a child with a disability (who had an IEP that was in effect in a previous public agency in another
State) transfers to a new public agency in a new State, and enrolls in a new school within the
same school year, the new public agency (in consultation with the parents) must provide the child
with FAPE (including services comparable to those described in the child's IEP from the previous
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NOT In Compliance
N/A
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