Section 1. REED and Evaluation

Item 1
Compliance 1 pt 0 pts N/A
A reevaluation and offer of FAPE occurred within 36 months of the previous offer of FAPE tied to a reevaluation
Comments
Item 2
Compliance 1 pt 0 pts N/A
All of the data sources were reviewed as part of the Review of Existing Evaluation Data: previous evaluation team findings, current classroom-based, local, or state assessments, classroom-based observations, observations by teachers and related service providers, and evaluations and input provided by the parents/guardians.
Comments
Item 3
Compliance 1 pt 0 pts N/A
The team identified what additional data were needed to determine if the student had a disability, required special education and/or related services, and determine the PLAAFP.
Comments
Item 4
Compliance 1 pt 0 pts N/A
A full and individual evaluation with related and appropriate data was completed by a MET and meets the requirements for each suspected area of disability.
Comments
Item 5
Compliance 1 pt 0 pts N/A
A variety of assessment tools and strategies were used including information provided by the parent/guardian
Comments

Section 2. Present Level of Academic Achievement and Functional Performance (PLAAFP)

Item 6
Compliance 2 pts 1 pt 0 pts N/A
For each area of need, the IEP contains a statement of the student’s present levels of academic achievement and functional performance (PLAAFP) based on relevant data sources and the corresponding/specific data.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
For each area of need, the IEP uses comprehensive assessment with at least three relevant data sources and the corresponding/specific data.
Comments
Item 7
Compliance 2 pts 1 pt 0 pts N/A
There are statements of student strengths in relation to each need area.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
In each area of need that is being addressed through a goal, there are statements of the prerequisite skills the student has mastered and/or progress data from the previous IEP goals as a starting point.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
Statements of student strengths in relation to the need areas include current data.
Comments
Item 8
Compliance 2 pts 1 pt 0 pts N/A
In each area of need that is being addressed through a goal or Supplementary Aid/Service, the IEP includes statements of the student’s skill deficit/barriers to learning.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
All demonstrated need areas include current data relevant to the student’s skill deficit.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
Data sources listed are those that can be used to monitor student progress in this area.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
In each area of need, the IEP defines in understandable terms where the student currently functions as compared to grade and age level peers/expectation.
Comments
Item 9
Compliance 2 pts 1 pt 0 pts N/A
Each area of need in the PLAAFP includes a statement of the impact on general education performance.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
The IEP specifically states how the disability impacts access to the general education curriculum. The reader does not need to make inferences to make this connection.
Comments
Item 10
Promising Practice 1 pt 0 pts N/A
Areas of need are identified to address all qualifying criteria/core features of the disability.
Comments

Section 3. Supplementary Aids/Program Modifications/Support for School Personnel

Item 11
Compliance 2 pts 1 pt 0 pts N/A
The PLAAFP provides data which correlates to Supplementary Aids and Services that are needed to address the student’s missing skills, concepts and for accessibility and participation in the general education curriculum (to the maximum extent possible).
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
Data in the PLAAFP describes the use of the Supplementary Aid(s) and Service(s) and the associated outcome of its use.
Comments
Item 12
Compliance 2 pts 1 pt 0 pts N/A
The Supplementary Aids and Services table specifies the frequency/timeline and location of use.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
The Supplementary Aids and Services table provides specific details on how, when, how often, and to what degree supplementary aids and services will be used in instruction.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
The Supplementary Aids and Services table specifically describes how the supplementary aids and services provide access to the general education curriculum.
Comments
Item 13
Compliance 1 pt 0 pts N/A
In the case of a student whose behavior impedes the student’s learning or that of others, the IEP team considered the use of positive behavioral interventions and supports, and other strategies, to address that behavior. Needs are selected and included in the SAS table or included in the Notice as considered options if not selected.
Comments
Promising Practice 1 pt 0 pts N/A
The PLAAFP describes the type of positive behavioral intervention and/or support required.
Comments
Promising Practice 1 pt 0 pts N/A
Data related to the effectiveness of the positive behavioral intervention and/or support is included in the PLAAFP.
Comments
Promising Practice 1 pt 0 pts N/A
The supplementary aids and services table specifically describes how the positive behavioral intervention and/or support provides access to the general education curriculum.
Comments
Item 14
Compliance 1 pt 0 pts N/A
Assistive Technology and Communication needs are identified in the PLAAFP, selected, and included in the SAS table OR included in the Notice as considered options if not selected.
Comments
Promising Practice 1 pt 0 pts N/A
The PLAAFP describes the type of Assistive Technology and Communication support required.
Comments
Promising Practice 1 pt 0 pts N/A
Data related to the Assistive Technology and Communication need is included in the PLAAFP.
Comments
Promising Practice 1 pt 0 pts N/A
The supplementary aids and services table specifically describes how the Assistive Technology and Communication support provides access to the general education curriculum.
Comments
Item 15
Compliance 1 pt 0 pts N/A
If applicable, the SAS identify supports, such as consultation, professional learning, or indirect student supports that are needed for school personnel to implement the IEP.
Comments
Promising Practice 1 pt 0 pts N/A
If applicable, adult support is clearly identified and connected to the supplemental instruction, accommodations, and modifications with explicit connections as to how those supports provide for the student’s progress in the general education curriculum.
Comments

Section 4. Goals & Objectives/Benchmarks

Item 16
Compliance 2 pts 1 pt 0 pts N/A
In each area of need that is being addressed through a goal, there is a connection between the PLAAFP and Goals. Consistent skills are described in both the PLAAFP and the goal.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
There is a clear and explicit connection between all goals and their corresponding PLAAFP sections evidenced by consistent data sources used to describe baseline data as well as the target for the goal.
Comments
Item 17
Compliance 2 pts 1 pt 0 pts N/A
For each goal, there is a relevant curriculum reference and standard selected aligned to the student’s current grade-level, when applicable.
Comments
Item 18
Compliance 2 pts 1 pt 0 pts N/A
IEP goals and objectives/benchmarks are written in observable and measurable language that define the skills the student will learn.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
The IEP goal specifically describes the methods used for measurement of progress.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
The IEP goal targets the underdeveloped skill needed to progress within the curriculum rather than selecting assessment-specific outcomes.
Comments
Item 19
Compliance 2 pts 1 pt 0 pts N/A
IEP goals and objectives have defined mastery criteria for growth based on baseline data from the PLAAFP and/or expected rate of progress, which encompass achievable scope of growth over the course of one year.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
IEP goals/objectives use individualized mastery criteria that are uniquely defined through baseline data and not always measured using standard 80% or 4 out of 5 trials.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
Based on baseline data, benchmarks encompass high expectations for learning that are achievable over the course of one year.
Comments
Item 20
Compliance 2 pts 1 pt 0 pts N/A
Based on progress reporting, student’s progress monitoring includes data that aligns with the criteria, evaluations, and schedule listed in the short-term instructional objectives/benchmarks table.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
Service capture includes bi-weekly (unless otherwise and appropriately stated) data collection that is related and appropriate as a measure of progress toward goals.
Comments

Section 5. Programs and Services

Item 21
Compliance 1 pt 0 pts N/A
The IEP specifies the special education programs and/or related services the student is to receive.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
There is a clear and explicit connection between programs and services and need areas identified in the PLAAFP.
Comments
Promising Practice 2 pts 1 pt 0 pts N/A
There is strong evidence that program and service mode and time match the degree of student need as described in the PLAAFP.
Comments
Promising Practice 1 pt 0 pts N/A
It is evident through the PLAAFP, supplementary aids and services, goals and objectives and the alignment to program and service frequencies that Least Restrictive decision making was considered.
Comments

Section 6. Secondary Transition

Item 22
Compliance 1 pt 0 pts N/A
If applicable, a representative from any participating agency responsible for providing or paying for transition services was invited to the IEP.
Comments
Item 23
Compliance 1 pt 0 pts N/A
An updated transition assessment drives the development of the transition plan.
Comments
Promising Practice 1 pt 0 pts N/A
Transition assessment has been completed within the last 3 months to support the student’s current vision.
Comments
Promising Practice 1 pt 0 pts N/A
In the Transitions Assessment section, specific data for the four transition activity areas, based on the completion of the most recent transition assessment, is provided.
Comments
Item 24
Compliance 1 pt 0 pts N/A
The IEP includes an annual, measurable postsecondary goal.
Comments
Promising Practice 1 pt 0 pts N/A
The annual goal/objectives include a skill, baseline for the skill, target, and method of measurement.
Comments
Item 25
Compliance 1 pt 0 pts N/A
At least one Transition Activity/Service is based on the individual’s areas of need that reasonably enables the student to meet their postsecondary goals.
Comments
Promising Practice 1 pt 0 pts N/A
Transition Activities/Services are individualized and aligned to the student's current transition vision in all areas and targets barriers and underdeveloped skills.
Comments
Promising Practice 1 pt 0 pts N/A
The IEP does not rely on district prescribed Transition activities/services that are not unique to the student’s transition vision.
Comments
Promising Practice 1 pt 0 pts N/A
It is clear that the district and outside agency (when applicable) has ownership of some transition activities.
Comments
Item 26
Compliance 1 pt 0 pts N/A
The IEP includes a course of study to reasonably enable the student to meet his or her postsecondary goal.
Comments
Promising Practice 1 pt 0 pts N/A
The course of study accurately aligns with the student’s transition vision and is ambitious, data-driven, and achievable.
Comments

Section 7. Other IEP Considerations

Item 27
Compliance 1 pt 0 pts N/A
The following members of the IEP team attended the IEP meeting: parent/guardian, general education teacher, special education teacher/service provider, district representative, and evaluation team representative.
Comments
Item 28
Compliance 1 pt 0 pts N/A
Parent participation is evidenced within the IEP through their attendance and offering student strengths and/or parent concerns and/or options considered within the Notice.
Comments
Item 29
Compliance 1 pt 0 pts N/A
There was documentation of an excusal and written input if a required member was not in attendance.
Comments
Item 30
Compliance 1 pt 0 pts N/A
If the parent did not attend, repeated attempts to invite the parent were documented.
Comments
Item 31
Compliance 1 pt 0 pts
The IEP explains the extent, if any, to which the student will not participate with nondisabled students in the regular class and in extracurricular services and other nonacademic activities.
Comments
Promising Practice 1 pt 0 pts
The IEP describes, in detail, any circumstances in which the student is educated outside of the general education curriculum/setting and specifically aligns to the programs and services.
Comments
Item 32
Compliance 1 pt 0 pts N/A
If state assessments are required, the IEP includes accommodations necessary for measuring the performance of the student on state and district-wide assessments or rationale for participation in an alternate assessment.
Comments
Promising Practice 1 pt 0 pts N/A
Test accommodations are a result of student need and align with accommodations listed in the SAS table.
Comments
Item 33
Compliance 1 pt 0 pts N/A
The student’s IEP and offer of FAPE was held within 12 months of the previous offer of FAPE.
Comments

Section 8. IEP Appearance

Item 34
Promising Practice 2 pts 1 pt 0 pts
The IEP is free of errors in the areas of grammar, spelling, and data-entry. The IEP includes user friendly language, professionalism, and logical flow of information.
Comments
Item 35
Promising Practice 2 pts 1 pt 0 pts
In considering the entirety of the IEP, there is evidence that it is meaningfully developed, aligned to the student’s disability, focuses on barriers/underdeveloped skills, and promotes annual student growth and achievement in the least restrictive environment.
Comments