IEP SURVIVAL GUIDE

FORM I-1 – INVITATION TO A MEETING OF THE

INDIVIDUALIZED EDUCATION PROGRAM

 After setting up the meeting send this form home so parents

know the date, time & location of the meeting.
 Best practice is to highlight the student name, date, time and
location before mailing the invitation home.
 List all participants that will be attending or participating by
alternate means in the meeting. Each meeting must have LEA,
Regular Education Teacher, and Special Education Teacher. If the
participants change prior to the meeting, case manager should
notify the parents of the change and with parent approval the
invitation needs to be updated to reflect the changes.
 A copy of the parent and child rights brochure is enclosed with
this notice
 Must send rights once a year – Best practice – offer at every
meeting

FORM I-1a – PERMISSION TO INVITE OUTSIDE AGENCY –

(IF APPLICABLE)

FORM I-2 – AGREEMENT ON IEP TEAM PARTICIPANT

ATTENDANCE AT IEP MEETING (IF APPLICABLE)

Used when an IEP team member is not at all or part of the meeting.
This form is used to show that the IEP team agreed that the following
individual is not required to attend all or part of the meeting

FORM I-3 INDIVIDUALIZED EDUCATION PROGRAM (IEP)

TEAM MEETING COVER PAGE

 This page has the student demographics – verify at every

meeting.
 Must check “Determine continuing placement” for every IEP
meeting
 Also lists team participants attending or participating by
alternate means in the meeting. Must have regular education
teacher, special education teacher and LEA representative
present at meeting
  If the parent did not attend meeting, document three efforts to
involve the parent.

FORM I-4LF INDIVIDUALIZED EDUCATION PROGRAM

LINKING PRESENT LEVELS, NEEDS, GOALS AND
SERVICES FORM

INFOMRATION ABOUT THE STUDENT, INCLUDING PRESENT LEVELS OF

ACADEMIC AHIEVEMENT AND FUNCTIONAL PERFORMANCE

A. STRENGTHS- Describe the students strengths (including academic

skills, communication skills, social skills, interests, etc., Consider
academic skills, communications, social emotional, interests,
school/work/play habits Information should come from regular
education teachers, special education teachers, parents and student (if
age appropriate). The strengths should be considered when
determining how to best engage the student in the learning process.
This information should come from regular education teachers, special
education teachers, parents and student (if age appropriate)

B. Current Academic Achievement and Functional Performance

1. Describe the student’s present level of academic achievement

(including reading achievement)

 The academic present levels provided must include sufficient

information/data to establish a baseline from which each annual
goal is developed.
 Academic achievement should include comparison to grade-level
expectations
 Reading achievement must be identified
o If student is at grade level: specifically state that student’s
reading is at grade level and provide baseline data for
evidence
o If student is not at grade-level: Describe reading skills as
related to their non-disabled peers
 Other academic areas that are not at grade level (sources of
information may include State assessments, district-wide
assessments and classroom assessments and work samples

2. Describe the student’s present level of functional performance

(including impact on reading achievement and access to instruction)
  The functional present levels provided must include sufficient
information/data to establish a baseline from which each annual
goal is developed.
 Functional performance should include comparison to grade-level
expectations. Sources of information may include:
o Learning Styles, self advocacy, problem solving
ability, executive functioning skills, social and
emotional skills, speech/communication, self-care,
motor skills

3. Participation in Physical Education

 If the student is in Specially Designed Physical Education – there

must be a goal and service in: Section 1 (Information about the
student, including present levels of academic achievement and
functional performance, Section IV Measureable Annual Goals
and Section V. Program Summary.

C. Special Factors – Avoid phrases such as “See Program Summary”

1. Does the student’s behavior impede his/her learning or that of

others? If yes, you must describe and document the needed services in
the program summary. Describe the behaviors including the baseline
data. Include specific details about what the behavior looks like,
triggers, frequency/duration, location/environment

Address positive behavior supports and interventions in the Program

Summary. The behavior needs of the student may be determined
through a functional behavioral assessment. (FBA)

2. If the student is an English Language Learner, describe how this

factor affects the student’s needs related to the IEP (i.e. ACCESS
Testing results should be listed and described here)

3. If the child is blind or visually impaired, does the student need

instruction in braille or the use of braille (Attach Determining Braille
Needs (ER-3) from the latest evaluation/reevaluation or any updated
information

4. Does the student have communication needs that could impede

his/her learning? If yes, describe the communication needs (including
speech and language needs) Avoid phrases such as “See other parts of
IEP and/or reports.” Services that are needed should be documented in
the Program Summary. Describe the needs. If the student is deaf or had
of hearing describe the students language and communication needs,
opportunities for direct communication with peers and professional
personnel in the student’s language and academic level and full range
of needs including opportunities for direct instruction in the student’s
language or communication mode.

5. Does the student need assistive technology services or devices

including any services or devices needed to assist with reading? If yes,
describe the needed services in the Program Summary, Examples
include things like: Voice recognition software, text to speech, speech
to text, audio digital note taking aids, portable word processor,
multimedia touch screen, digital accessible texts, visual supports.

D. Concerns of the Parents/Family Describe the concerns of the

parents/family for enhancing the education of the student. This may
include concerns about reading achievement, early language
communication or early literacy skills, other academic areas, social –
emotional needs sensory needs behavior, the child’s future
postsecondary transition. Must ask parents about reading
achievement, (What do you see your child reading at home? Do you see
them reading at home?) If parent did not attend the meeting document
your contact attempts on the I-3 and list any concerns they expressed
in your previous conversations.

2. Describe the concerns (if any) of the student for enhancing his or her
education. You can ask questions such as “Do you read outside of
school? Do you enjoy reading or find it difficult? What part of your
education do you find success? What part of your education do you
need support. You may state that the student is not of age to state
concerns.

E. EFFECTS OF THE DISABILITY

1. Does the student’s disability adversely affect his or her progress

toward meeting grade-level reading standards? It is good practice to
identify the conditions of when, where, how often and what activity or
content area the effect of disability occurs. For example, difficulty
understanding written instructions in all content areas.

2. Describe how the student’s disability affects his or her access,

involvement and progress in the general education curriculum,
including how the disability affects reading.
  Describe what you see and or hear that impact the student’s
participation and progress in grade level academic and functional
standards/activities. An acceptable example includes:
o Difficulty understanding instructions in all content areas,
this affects their ability to complete classroom
assignments and tests independently
o An unacceptable example might include: “Due to John’s
specific learning disability, he has difficulty achieving the
goals of the general education curriculum.” Needs to
include what skills we see/hear that are impacting
students progress
 If you check “No” to the student’s disability adversely affecting
their progress toward meeting grade-level reading standards,
include a statement and data to support this

F. Disability-Related Needs – List disability related needs, include

reading needs, early literacy needs. Each disability related need MUST
have a measureable annual goal and/or service.

Need: Basic Reading Skills

Disability Related Needs: Student needs to increase knowledge of sight

words

The disability related needs are identified by asking why the student
isn’t achieving grade level standards or functional expectations.

II. FAMILY ENGAGEMENT – How will school staff engage

parents/families in the education of the student (e.g. sharing resources,
communicating with parents/families, building upon family strengths,
connecting parents/families to learning activities)? Example:
Summarize a few universal strategies to support literacy at home and
in community, discussed at IEP meeting

III. PARTICIPATION IN GENERAL EDUCATION CURRICULUM

 CHECK BOX 1 – if students are taught using the Common Core

State Standards (CCSS) and will take regular statewide tests
 CHECK BOX 2 – if students are taught using the CCSS and will
take the alternate state assessment test

IV. MEASURABLE ANNUAL GOALS –

A. Before developing annual goals, review the previous IEP goals
progress (1-5) Data is needed to determine HOW goal was or was not
met. If the student has not met their previous year’s goals, the IEP
should determine why the student did not make sufficient progress and
consider revising the goals and services to help ensure the student will
meet their goals during the period of the IEP.

B. MEASUREABLE ANNUAL GOALS

1. BASELINE (Students current level of performance from which

progress toward this goal will be measured)

 State the student’s current level of performance from which

progress toward this goal will be measured as found in the
present level (BASELINE DATA)
 State how the student’s baseline data compares to same aged
peers
 If you use a percentage in the goal, then list a percentage in the
baseline data (Baseline data needs to match level of attainment
in goal statement)

2. Goal Statement (including level of attainment)

 The goal statement should describe the desired skill or targeted

area of achievement to address disability related need (the
student will increase decoding skills)
 It is developed and reading conjunction with the baseline (the
student is able to decode grade-level multi-syllabic words with
50% accuracy) and level of attainment (by the end of the year,
the student will decode grade-level multi-syllabic words with 98%
accuracy)
 The baseline data and level of attainment must align using the
same method of measurement.
 The goal should be specific, measurable, and ambitious yet
achievable, designed to address the student’s disability related
need and time limited.

3. Benchmarks of Short-Term Objectives (Required if student

participates in curriculum and assessment aligned with alternate
academic achievement standards) Benchmarks or short term
objectives describe the amount of progress the student is expected to
make within specific segments of the year and break the skills
described in the annual goal into discrete measurable intermediate
steps. For each goal there is a minimum of two benchmarks or short-
term objectives.

4. Procedures for measuring the student’s progress toward meeting the

annual goal – How is the teacher keeping data about student’s progress
towards meeting the annual goal (Examples include Running records,
logs, unit tests, checklists, point or tally sheets, work samples) The
measures used to determine progress must align with the baseline and
level of attainment measures (i.e. Keeping a tally of percentage
correct)

5. When will reports about the student’s progress toward meeting the
annual goal be provided to parents? (Examples include, quarterly
progress reports, parent teacher conferences, annual IEP meeting

V. PROGRAM SUMMARY

A. Supplementary Aids and Services – For frequency/amount be very

specific. Don’t just use “Daily.” When will the student use the
accommodation, what does it look like when he needs something?
Example, “Austin needs to use his break card daily when he becomes
frustrated. He shows his frustration by blinking his eyes and throwing
objects.

B. Specially Designed Instruction – This is the instruction that is

provided by the special education teacher

C. Related Services Needed to Benefit from Special Education – This

would include things like Assistive Technology Services, Occupational
Therapy, Bus Transportation

D. Program Modifications or Supports for School Personnel – This would

include things like “Collaboration between regular education and
special education teachers (regarding supplementary aids and services
for students)

VI. STUDENT PARTICIPATION

If you have indicated a location other than regular education

environment or age-appropriate setting in the Program Summary you
must check the box “The student will not participate full-time with non-
disabled peers in regular education environment.”

1. Describe the extent to which the student will not participate with
non-disabled peers in the regular education classroom.

You must restate all special education services not provided in regular
education setting from program summary (including supplementary
aids, specialized instruction, related services including amount and
frequency. Examples include:

 Specialized instruction in reading 40 minutes per day

 Specialized bus transportation with seatbelt, to and from school
daily per school schedule

2. Explain why students will not receive instruction with non-disabled

peers. Example:
 John requires small group testing in a quite, distraction free
setting in order to focus when participating in summative tests

FORM P-2 – DETERMINATION AND NOTICE OF

PLACEMENT

This form provides the date of meeting and date parent receives
finalized IEP (Within 10 days of meeting)

FORM I-7 DWA PARTICIPATION DISTRICT WIDE

ASSESSMENTS

This form indicates if accommodations are needed for student during

district wide assessments. If yes, describe the accommodation for
example:
District Writing Assessment – Small group administration, breaks,
extended time, idea generation and brainstorming prior to writing
assessment

The next forms listed are IF APPLICABLE:

FORM I-7FW PARTICIPATION STATE ASSESSMENTS –

FORWARD (5/17)

This form indicates Designated Supports/Accommodations that may be

required for student during Forward Testing. For example, text to
speech, a multiplication table, tests taken in a separate setting. This
form is only needed if student is in one of the following grades for the
following subjects:

 ELA (for Students in grades 3-8 only)

 Math (for Students in grades 3-8 only)
 Science (for students in grade 4 and 8 and 10 only)

FORM I-7 ELL ACCESS for ELLs®/Alt. ACCESS for ELLs

For students who are ELL. The Elementary and Secondary Education
Act requires all English learners to take an annual assessment in
English proficiency in all four language domains (reading, writing,
speaking and listening) IEP teams are required to decided annually
whether students who are classified as EL and who have a disability
will participate in the ACCESS for ELLs with or without
accommodations or the Alternate ACCESS for ELLs with or without
accommodations.

Supports for ELLs are divided into 3 categories:

 Test Administration Procedures – i.e. Have test directions read to

them, repeated and clarified
 Accessibility Tools – Available to all ELL students could be
additional things like scratch paper, highlighters to color contrast
on computer
 Accommodations - i.e. repetition of directions and test items
THE FOLLOWING ARE ALTERNATE ASSESSMENT FORMS

 FORM I-7A – PARTICIPATION GUIDELINES FOR ALTERNATE

ASSESSMENT (PARTICIPATION DETERMINATION
 FORM I-7 - DM IEP PARTICIPATION IN STATEWIDE ASSESSMENTS
– DLM (GRADES 3-5)
 FORM I-7 ELA – IEP PARTICIPATION IN STATEWIDE ALTERNATE
ASSESSMENT (ALTERNATE ACCESS GRADES 1-5)

“IEP teams are required to consider whether a student

with the most significant cognitive disability should
receive instruction to the general education curriculum
aligned with the Wisconsin Academic Standards or in an
alternate curriculum aligned with the Wisconsin Essential
Elements. To make this decision, IEP teams can use the
document Guidance for Determining Participation in
General Education Standards and Curriculum, when filling
out the sample IEP form I-4 IEP: Present Level of
Academic Achievement and Functional Performance. This
document guides the IEP team through a step-by-step
decision making process to determine the most
appropriate curriculum for that individual student.”
As per DPI
https://dpi.wi.gov/sped/topics/essential-elements

M5 – CONSENT TO BILL WISCONSIN MEDICAID

One time consent to bill Medicaid if child is eligible. Have parent sign
at initial IEP meeting.

EE-1 – DETERMINING ENVIRONMENTS CODES

WORKSHEET (Only submit to Central Office if code has
changed)

For codes A, B, C Divide #of minutes student is removed from

nondisabled peers in one week by the total # of minutes in the school
week, multiply by 100. Subtract this percent from 100.
I-11 – EXTENDED SCHOOL YEAR

Does the child require extended school year (ESY) services to receive a
free and appropriate public education (FAPE) If no, explain reasons
rejected. If yes, identify which annual goals, including benchmarks or
short-term objectives if applicable will be addressed during ESY. On
this form you will specify all needed services.