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	Yes	No	N/A
Comments

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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	N/A
A variety of assessment tools and strategies were used including information provided by the parent/guardian	Yes	No	N/A
Comments

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.	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

Compliance	2 pts	1 pt	0 pts	N/A
There are statements of student strengths in relation to each need area.	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

Promising Practice	2 pts	1 pt	0 pts	N/A
Statements of student strengths in relation to the need areas include current data.	All	Some	No	N/A
Comments

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.	All	Some	No	N/A
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.	All	Some	No	N/A
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.	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

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.	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

Promising Practice	1 pt	0 pts	N/A
Areas of need are identified to address all qualifying criteria/core features of the disability.	Yes	No	N/A
Comments

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).	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

Compliance	2 pts	1 pt	0 pts	N/A
The Supplementary Aids and Services table specifies the frequency/timeline and location of use.	All	Some	No	N/A
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.	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

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.	Yes	No	N/A
Comments

Promising Practice	1 pt	0 pts	N/A
The PLAAFP describes the type of positive behavioral intervention and/or support required.	Yes	No	N/A
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.	Yes	No	N/A
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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
Comments

Promising Practice	1 pt	0 pts	N/A
The PLAAFP describes the type of Assistive Technology and Communication support required.	Yes	No	N/A
Comments

Promising Practice	1 pt	0 pts	N/A
Data related to the Assistive Technology and Communication need is included in the PLAAFP.	Yes	No	N/A
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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
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.	Yes	No	N/A
Comments

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.	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

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.	All	Some	No	N/A
Comments

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.	All	Some	No	N/A
Comments

Promising Practice	2 pts	1 pt	0 pts	N/A
The IEP goal specifically describes the methods used for measurement of progress.	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

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.	All	Some	No	N/A
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.	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

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.	All	Some	No	N/A
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.	All	Some	No	N/A
Comments

Compliance	1 pt	0 pts	N/A
The IEP specifies the special education programs and/or related services the student is to receive.	Yes	No	N/A
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.	All	Some	No	N/A
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.	All	Some	No	N/A
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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	N/A
An updated transition assessment drives the development of the transition plan.	Yes	No	N/A
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.	Yes	No	N/A
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.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	N/A
The IEP includes an annual, measurable postsecondary goal.	Yes	No	N/A
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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
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.	Yes	No	N/A
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.	Yes	No	N/A
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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	N/A
There was documentation of an excusal and written input if a required member was not in attendance.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	N/A
If the parent did not attend, repeated attempts to invite the parent were documented.	Yes	No	N/A
Comments

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.	Yes	No
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.	Yes	No
Comments

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.	Yes	No	N/A
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.	Yes	No	N/A
Comments

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.	Yes	No	N/A
Comments

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.	All	Some	No
Comments

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.	All	Some	No
Comments