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 and documented 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 or repeated attempts documented to obtain parent input must be present.	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 by completing the evaluation plan OR determining that no additional data were needed with appropriate rationale in Notice.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	N/A
A full and individual evaluation with related and appropriate data in alignment to the MARSE was completed by a MET and meets the requirements for each suspected area of disability. All suspected areas of disability were documented with assurance statements included and data to support selection of assurance statements.	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) with at least one data source named and numerical or narrative description of performance.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
For each area of need, the IEP uses comprehensive assessment with at least three distinct and relevant data points with the data sources specifically named.	All	Some	No	N/A
Comments

Compliance	2 pts	1 pt	0 pts	N/A
For each area of need in the PLAAFP, there are statements of student strengths/prerequisite skills the student is currently able to demonstrate in either the progress on most recent goals/objectives or description of need based on data.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
For each area of need in the PLAAFP, there is numerical data quantifying student strengths/prerequisite skills the student is currently able to demonstrate in either the progress on most recent goals/objectives or description of need based on data.	All	Some	No	N/A
Comments

Compliance	2 pts	1 pt	0 pts	N/A
For each area of ongoing need, the PLAAFP includes statements of the student’s skill deficit/barriers to accessing learning.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
All demonstrated need areas include numerical data relevant to the student’s skill deficit.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
Relevant and specific data with corresponding sources in the PLAAFP establish a baseline performance and can be used to monitor progress.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
In each area of need, the IEP defines, in understandable terms for all IEP Team members, where the student currently performs as compared to grade and age level peers/expectations. Evidence: Include the skill expected based on Common Core State Standards, Essential Elements, Social-Emotional Learning Competencies, behavioral expectations, etc. Please note, simply including percentiles and other curriculum/standard-based levels (F&P, informal reading assessments, NWEA) is not considered understandable to all IEP participants and therefore should be described in understandable terms.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
For each area of need, the PLAAFP includes a description of the adverse impact on performance in general education/age-appropriate activities/postsecondary vision.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
In one or more area(s) of need, the PLAAFP specifically states how the eligibility area/qualifying criteria impacts access to the general education curriculum/environment. The reader does not need to make inferences to make this connection.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
The adverse impact of the student’s disability is clearly connected to the need for specially designed instruction and/or supplementary aids and services.	All	Some	No	N/A
Comments

Best Practice	1 pt	0 pts	N/A
All qualifying criteria/core features of both the primary disability and secondary disability (if applicable) are addressed in the PLAAFP. In the case of Autism eligibility, core features of social, communication, and behavior are addressed.	Yes	No	N/A
Comments

Compliance	2 pts	1 pt	0 pts	N/A
The Supplementary Aids and Services correlate to the data provided in the PLAAFP and are developed to address the student’s Area(s) of Need and/or for accessibility and participation in the general education curriculum/environment (to the maximum extent appropriate).	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
The PLAAFP describes the use of the Supplementary Aid(s) and Service(s) and includes numerical data or evidence of the associated outcome of its use or need.	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. Evidence: 'As needed' is not compliant as a description of frequency/timeline	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
The Supplementary Aids and Services table in the frequency/timeline and location columns provide individualized specificity regarding how, when, how often, and to what degree supplementary aids and services will be used in instruction.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
The Supplementary Aids and Services table specifically describes the purpose and how the supplementary aids and services provide access to the general education curriculum/environment.	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

Best 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

Best Practice	1 pt	0 pts	N/A
Data related to the effectiveness of positive behavioral intervention and/or support is included in the PLAAFP.	Yes	No	N/A
Comments

Best Practice	1 pt	0 pts	N/A
The supplementary aids and services table specifically describes the purpose and how the positive behavioral intervention and/or support builds skills and provides access to the general education curriculum/environment.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts
Communication and assistive technology needs are identified in the PLAAFP, selected, and included in the SAS table OR included in the Notice as considered options if not selected. Evidence: Score yes if the notice has both communication and assistive technology documented as considered options with reasons not selected	Yes	No
Comments

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

Best 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

Best 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/environment.	Yes	No	N/A
Comments

Compliance	2 pts	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.	All	Some	No	N/A
Comments

Best Practice	2 pts	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.	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, 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

Best 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 source 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

Best Practice	2 pts	1 pt	0 pts	N/A
For social-emotional/behavioral needs, there is a relevant SEL Competency selected aligned to the student’s current grade level.	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

Best Practice	2 pts	1 pt	0 pts	N/A
The IEP goal includes a specific condition under which the skill will be measured. For example, “when given...” or “when provided...”	All	Some	No	N/A
Comments

Best 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
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
Comments

Best Practice	2 pts	1 pt	0 pts
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
Comments

Best Practice	2 pts	1 pt	0 pts
Based on baseline data, benchmarks encompass ambitious expectations for independent performance that are achievable over the course of one year.	All	Some	No
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 data collection frequency listed in the short-term instructional objectives/benchmarks table.	All	Some	No	N/A
Comments

Best Practice	2 pts	1 pt	0 pts	N/A
Service Capture, Data Collection Tool or Graph 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 based on needs outlined in the PLAAFP and aligned to the SAS and Goals and Objectives.	Yes	No	N/A
Comments

Best 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

Best 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

Compliance	1 pt	0 pts	N/A
If applicable, a representative from any participating agency likely to be responsible for providing or paying for transition services now or in the future was invited to the IEP. Additionally, if a representative was invited, evidence of written consent was obtained on or prior to the date the IEP Invitation was sent.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	N/A
An updated transition assessment, with name of assessment and date/month specified, drives the development of the transition plan and postsecondary goals.	Yes	No	N/A
Comments

Best 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

Best Practice	1 pt	0 pts	N/A
In the Transitions Assessment section, specific data, either numerical or descriptive, 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 a measurable postsecondary goal written in terms of what will occur after the student completes high school or secondary program.	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/vision.	Yes	No	N/A
Comments

Best Practice	1 pt	0 pts	N/A
Transition Activities/Services are age-appropriate, individualized, and aligned to the student’s current transition vision in all areas and targets barriers and underdeveloped skills.	Yes	No	N/A
Comments

Best Practice	1 pt	0 pts	N/A
There is an individualized and reasonable transition service/activity specified for each post-secondary goal area.	Yes	No	N/A
Comments

Best 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

Best 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 IEP includes at least one annual IEP goal and objectives/benchmarks related to the student’s transition services needs.	Yes	No	N/A
Comments

Best 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
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 OR repeated attempts to invite the parent were documented if the parent was not in attendance AND/OR there was documentation of an excusal and written input if a required team member was not in attendance. Evidence: General education teachers are not required when the student is not educated in the same building as general education peers per the IEP (e.g., Center Programs). For amendments, refer to the last full IEP meeting to score.	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
On an individualized basis, the IEP describes what the student is potentially losing access to (e.g., more/ or less rigorous curriculum, communication/social consequences, access to grade/age level peer models) and what the student is potentially gaining access to (e.g., more/less rigorous curriculum, communication/social opportunities, access to grade/age level peer models)?	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

Best Practice	2 pts	1 pt	0 pts	N/A
Test accommodations are a result of student need and align with accommodations listed in the SAS table.	All	Some	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

Best 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, consistent font sizes and formatting, and logical flow of information.	All	Some	No
Comments

Compliance	2 pts	1 pt	0 pts
Special education supplementary aids and services were provided and documented according to the IEP.	All	Some	No
Comments

Compliance	2 pts	1 pt	0 pts
Special education programs and services were provided and documented according to the IEP.	All	Some	No
Comments

Compliance	1 pt	0 pts	0 pts
(FAPE Services and Change of Placement) The number of out-of-school suspension days and the number submitted to the Michigan Student Data System (MSDS) matched. The number of days of removal, per incident and cumulatively, are aligned between the Pattern of Removals document (or district document) and the student management system	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	0 pts
(FAPE Services and Change of Placement) Services were provided after the 10th school day of removal.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	0 pts
(FAPE Services and Change of Placement) The district determined that a pattern of removals constituted a change of placement.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	0 pts
(FAPE Services and Change of Placement) When the removal was a change of placement, the IEP Team determined appropriate services.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	0 pts
(FAPE Services and Change of Placement) When the removal was not a change of placement, school personnel consulted with at least one of the student's teachers to determine the needed services.	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	0 pts
(Manifestation Determination Review) An MDR was completed following a change of placement (after the 10th consecutive day or a series of removals that constituted a pattern).	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	0 pts
(Manifestation Determination Review) The district, the parent or guardian, and relevant members of the IEP Team (as determined by the parent and the district) completed an MDR	Yes	No	N/A
Comments

Compliance	1 pt	0 pts	0 pts
(Manifestation of Disability) The district either conducted a functional behavioral assessment (FBA) and implemented a Positive Behavior Support Plan (PBSP) for the student, or reviewed the existing PBSP, modifying it as necessary to address the behavior.	Yes	No	N/A
Comments

Compliance	2 pts	1 pt	0 pts
Are the student’s IEP goals/objectives appropriately developed and designed to address the student’s skill deficit? Review the IEP preceding the change of placement Evidence Are areas of need and related IEP Goals/Objectives identified to address all qualifying criteria/core features of the disability? Do the goals address the question, "What about the student's disability prevents them from access to and progress within the general education curriculum?" If the student demonstrates interfering behavior, is there alignment between the PBSP (replacement behavior) and IEP Goals/Objectives prioritizing safety and dignity for the student? When applicable, does the goal support self-advocacy and engagement with others?	All	Some	No
Comments

Compliance	2 pts	1 pt	0 pts
The decision to change the student’s placement was made based upon limited or no progress toward meeting IEP goals/objectives? Evidence Evidence provided on IEP Progress Report (preceding the change of placement) with corresponding data in alignment with the criteria listed in the objectives/benchmarks table and/or Evidence provided on PLAAFP in the IEP changing the placement regarding progress on most recent Goals and Objectives and corresponding data in alignment with the criteria listed in the objectives/benchmarks table	All	Some	No
Comments

Compliance	2 pts	1 pt	0 pts
Have increased programming and/or services been provided through the IEP/IEP amendments (prior to the IEP changing the placement) to support the student’s identified skill deficits/barriers to learning? Evidence Meaningful increase in special education programming minutes in alignment with the significance of need (does not include students on shortened school days due to behavior, as students have the right to attend a full school day) and/or Meaningful increase in related service direct/consultative sessions and minutes in alignment with the significance of need	All	Some	No
Comments

Compliance	2 pts	1 pt	0 pts
Has a full range of Supplementary Aids and Services been provided (with fidelity and data collection) and exhausted in the general education and/or current special education environment including positive behavioral interventions and supports to address behavior for students whose behavior impedes learning? Review the IEPs preceding the change of placement Evidence Supplementary Aids and Services include accommodations, curriculum modifications, staff training/consultation, development and support for FBA/PBSP and related implementation/data collection, and/or adult supports provided when/where needed to the maximum extent appropriate with fidelity of implementation	All	Some	No
Comments

Compliance	1 pt	0 pts
Was a continuum of placements considered? Review the IEP changing the placement Evidence Notice describes placement options including keeping the student in their current environment reflecting programs/services available	Yes	No
Comments