DOCUMENT: The student’s name and date of birth are pre-populated on the form.

DOCUMENT: Enter the student’s name.

DOCUMENT: Specify the meeting date, time, and location.

DOCUMENT: Identify a person that the parents may contact if they have questions regarding the meeting or need to reschedule.  Enter the name and accurate contact information.

DOCUMENT: Select one or more meeting purposes. By age 14, indicate “Transition Planning” as a meeting purpose.

DOCUMENT:  Identify all persons that the school or AEA has requested to attend the meeting.

DOCUMENT: Checking the box indicates that the appropriate consideration was made regarding the involvement of other agencies and that consent was obtained, if necessary. This box must be checked for the IEP meeting of any student age 13 and above.

DOCUMENT: It is possible for the school or AEA to request that one or more required roles be excused from attending this meeting. If this is the case, request parental agreement to the excusal when scheduling the meeting and check this box. Send an Agreement to Excuse Attendance at IEP Meeting form to the parents along with the meeting notice.

DOCUMENT: Indicate the person and method by which notice is provided to the parents. We are required to provide parents a copy of their procedural safeguards once a year.

DOCUMENT: The student name will pre-populate on the form.  Enter the date of the IEP meeting.

DOCUMENT: Indicate the name of each IEP team member to be excused.

DOCUMENT: Indicate this option when a team member’s attendance and input is not necessary, given the topics to be discussed and decisions to be made at the upcoming IEP meeting.

DOCUMENT: Indicate this option when a team member’s input is necessary, given the topics to be discussed and decisions to be made at the upcoming IEP meeting. Provide written input to the IEP team, including the parents, prior to the meeting.

DOCUMENT: The agreement that a team member may be excused must be written and signed by the parents and signed by either a school representative for eligible individuals receiving weighted, instructional programs or an area education agency representative for eligible individuals receiving unweighted support services.  Signatures attesting to the agreement to excuse may be secured by requesting that the parents return the form or, if the verbal agreement was secured, signatures can be obtained at the meeting. An electronic signature is available. However, if the electronic signature option is not utilized, upload a copy of the signed printed copy of the form to “Associated Files” of the IEP. When uploading the file to associate files, label the file “Agreement to Excuse, (date signed)” For example: “Agreement to Excuse, 11/30/20”  For additional information who can fill the role of parent, click here.

DOCUMENT: In most cases, the district is the school district in which the parent and the child reside. In cases where the child does not reside with the parent(s) refer to Iowa Rule 41.51(12) to determine the resident district.

DOCUMENT: District where the student attends school.

DOCUMENT: School building where the student attends school.

DOCUMENT: The school building the student would attend based upon where the student lives. Normally this is the same as the building where a child would attend in his or her resident district but there are exceptions when children do not reside with their parents. (Refer to 41.51(12))

DOCUMENT: The AEA that serves the child’s attending district and building.

DOCUMENT: When a new form is begun, information from the Iowa IDEA system is automatically entered. Check the relationship, name, address, and telephone number information for correctness and edit (Family tab, Adult sub-tab), as needed. 

The relationship options are:

• Parent – use for biological, adoptive, and step-parents 
• Foster Parent 
• Court-appointed guardian – use only when you are certain that this is the circumstance
• Surrogate – a surrogate parent is appointed by the AEA Special Education Director or the director’s designee 
• Relative – use when the child is living with a relative other than his or her parents 
• Student Living Independently
• Residential Facility

DOCUMENT: The place where the student resides, his or her relationship to the adult(s), and the resident, and attending district information are all important in correctly identifying the district that receives funding and the district responsible for a child’s special education.

Family Tab Entry Examples for documenting a variety of family scenarios.

DOCUMENT: The federal definition is: A person of Cuban, Mexican, Puerto Rican, South or Central American or other Spanish culture or origin, regardless of race. “Spanish culture or origin” is the overarching concept, NOT geography. For example, while people self-identify, the following are generally not considered Hispanic/Latino:

• Brazilian-Americans and Surinamese-Americans (The South American nations of Brazil and Suriname are former Portuguese and Dutch colonies, respectively) 
• French Guianan-Americans (The Department of French Guiana, located in South America, is a part of France)

DOCUMENT: Multiple races may be indicated.

Use these definitions:

• American Indian or Alaska Native: A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment. 
• Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. 
• Black or African American: A person having origins in any of the black racial groups of Africa.
• Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. 
• White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

DOCUMENT: Parent report or self-report is strongly preferred. If it is not possible to make an identification in this way, follow your district’s or AEA’s procedures for making a determination

DOCUMENT: Area education agencies or school districts that use a local student identification number or file number will record this number here.

DOCUMENT:

Initial: An initial full and individual evaluation has been completed; eligibility has been determined. The first IEP for this eligible individual is being developed. 

Review: All parts of a previously written IEP are being reviewed and may be revised and updated. A review of an IEP must be held within one year of the date of the current IEP.

Reevaluation: The AEA’s full and individual reevaluation process has been completed and the IEP team has determined whether or not more information is needed. A previously written IEP is being rewritten. A reevaluation IEP must include responses to six specific questions contained on Page R. This new IEP must be reviewed within one year of the date of this IEP meeting. The reevaluation process must be completed within three years of the date of this IEP meeting. 

Interim: A previously written IEP is being replaced on a short-term basis by an interim IEP. This may occur when: An eligible individual moves to a new AEA and the current IEP is unavailable, or The IEP team determines it is necessary to temporarily provide special education as a part of the evaluation process in order to identify appropriate services. 

NOTE: An interim IEP shall not be in place for more than 30 school days. See Rules: 41.324(5). 

Move-in IEP: The Move-in IEP option is intended to be used when an eligible individual moves to an Iowa school district from another state shortly before the fall count date. At all other times, select another IEP meeting type. 

A move-in IEP provides the data necessary to include the child in the weighted count and allows the district and AEA to provide “services comparable to those described in the child’s IEP from the previous public agency” until a complete Iowa IEP is developed [281—41.323(6)]. 

A complete Iowa IEP must be developed as soon as practicable. A move-in IEP requires completion of Family Tab (student/adult information); A Tab; F Tab – if transportation services are included on Tab F, Tab G would require completion of the transportation question; RSD Tab.

DOCUMENT: An IEP team may elect to provide a trial out of:

• all special education services and supports or 
• one or more services and supports while others continue. 

A 45 school day trial out placement may be initiated at a Review IEP meeting or Reevaluation IEP meeting. If the trial out discontinues one or more services and supports while others continue, an IEP process (review, amendment with or without a meeting, etc.) must occur within 45 school days. If the trial out discontinues all services and supports, a reevaluation IEP meeting must be held within 45 school days of the initiation of the trial placement. The Web IEP system will not prompt the user when the 45 day trial out placement ends.

DOCUMENT: A previously written IEP is being amended — the IEP is not being completely rewritten. For example, a goal area and services might be dropped or a behavioral intervention plan might be added to the IEP. This may be done with or without a meeting. Selecting “Amendment” unlocks the IEP being amended and allows that IEP to be changed, except for the “Duration to” date. In addition to making the amendments within the IEP, complete a Prior Written Notice to communicate the IEP changes to the parents. NOTE: Amending an IEP does not change the due date for annual review. For example, if an IEP was written in October and amended the following April, an annual review is due in October.

DOCUMENT: Identify the teacher or support service provider with primary responsibility for the IEP.

DOCUMENT: Specify the date the IEP will go into effect and the date it is anticipated to end. The duration may be less than one year, but never more. Reasons for a duration of less than one year may include the graduation of the student, anticipated change in program, a 45-day trial placement in general education, a 45-day alternative placement related to student discipline, short-term hospital or home instruction for health reasons, and so forth. Specifying the beginning date of each service, activity, and support is also required on Page F.

DOCUMENT: Specify the date by which the reevaluation must occur. The reevaluation process must be completed within three years of the initial IEP date or the last reevaluation IEP date.

DOCUMENT: Parents must be offered a printed copy of their procedural safeguards at least once a year. A copy could be provided with the IEP meeting notice or at the IEP meeting. Complete this item with the name of the individual who has reviewed rights and has assured that the parents have a copy of Parental Rights in Special Education.

DOCUMENT: Indicate the method used (e.g., letter, phone, in-person, other).

DOCUMENT: Parents may accept or decline a printed copy of procedural safeguards. Document their choice.

DOCUMENT: The requirement satisfied by this item is “Beginning no later than one year before the child reaches the age of majority [in Iowa: 18th birthday, date of marriage, or date a prison term begins if convicted as an adult], the IEP must include a statement that the child has been informed of the child’s rights under Part B of IDEA, if any, that will transfer to the child on reaching the age of majority.

DOCUMENT: The Web IEP requires that these items must be completed for all transition-age students. The notification requirement applies to IEPs written prior to and during the year that a student is 16 years old. DO NOT change this date on IEPs written at age 17 or above. Changing the date gives the appearance that notice was not given at least one year prior to the transfer of rights.

DOCUMENT: The correct box will be pre-populated based on the parental response to the Consent to Receive Electronic Communication.

DOCUMENT: This item communicates only that these persons attended the meeting and does not indicate agreement or disagreement with the IEP. This item may be completed by the person acting as recorder for the meeting.

Transition Note: Students must be invited to their IEP meeting if the purpose of the meeting is consideration of post-secondary goals and needed transition services. If the student does not attend, steps must be taken to ensure that the individual’s preferences and interests are considered in the development of the IEP. Also, with parent or age-of-majority student consent, any agency likely to be responsible for providing or paying for transition services must be invited to the meeting.

DOCUMENT: When an IEP is being amended, you will be asked by the Web IEP if a meeting will be held. An amendment to an IEP may be developed without a meeting when doing so has been agreed upon by the parent(s) and the school or AEA. 

When no meeting is held, the IEP documents this agreement, rather than persons present, by noting: 

• The person who contacted the parent, 
• The method of contact (phone, face-to-face contact, etc.), and 
• The date of agreement Note: When amending an IEP without a meeting, take action to assure the meaningful participation of all IEP team members affected by the amendment. 

This will always include the parents, but may also need to include multiple special and general educators, administrators, and AEA support staff. The duration of an amended IEP remains the same as the existing IEP. The Prior Written Notice form is used to provide the parents with a summary of the specific change(s) made through the amendment and to provide the rationale and data that support the change(s).

DOCUMENT: “Outside” sources do not include school or AEA personnel. Identify any source of written information that is being considered in the development of this IEP (physician, clinic, etc.). The outside report, itself. Follow your AEA’s protocol for maintaining outside written reports. 

Relevant information from outside written reports. 

• Tab A: Identify any source, other than school or AEA personnel, of written information that is being considered in the development of this IEP (physician, clinic, etc.) 
• Other locations: Determine the best “fit” for the information o “Other information” if the information is a foundation for the need for adaptations or accommodations
  •  “Other information” if the team wishes to use this location to summarize relevant information and document that the information was received and considered 
  • Page I if the team wishes to use this location to summarize relevant information and document that the information was received and considered o Page R (Reevaluation Questions) and if the information is relevant to one or more reevaluation items 
  • Transition assessments, if the information is relevant to one or more items
  • Current academic achievement and functional performance if the information is a foundation for a goal and services

NOTE: This list is not exhaustive and other IEP locations may be the best place, depending on the nature and relevance of the information.

DOCUMENT: The IEP team is required to consider the strengths of the eligible individual. Also, document interests and preferences to assist in planning for the individual’s needs. 

Strengths are general things the student is good at (singing, telling jokes, math computation, sports, band, following directions, etc.). For preschool children, this may include strengths associated with the developmental skills addressed in the Iowa Early Learning Standards (Physical Well-Being and Motor Development, Approaches to Learning, Communication Language and Literacy, Social and Emotional Development, Mathematics and Science, Creative Arts) such as sharing, turn-taking, dressing, doing puzzles, etc. 

Interests are things, events, or people that evoke the student’s curiosity (sports, rocks, peer interaction, computers, music, etc.). For preschool children, this may include interests associated with their daily activities (e.g. vehicles, animals, dancing, community helpers, etc.)

Preferences are things, events, or people that the student chooses over others. They could pertain to, but not limited to the needs of the student in the school setting (e.g. prefers working with a partner, working independently, utilizing hands-on activities, etc.). For preschool children, this may include their choice of participation in centers or activities in the home (e.g. cooking, dramatic play, blocks, art, etc.).

DOCUMENT: The IEP team is required to consider the concerns of the parents for enhancing the education of their child. Sometimes, these are general statements (“We would like more help in the area of math”, “We don’t think her reading is coming along as well as it could”), but maybe quite specific (“We would like another hour of associate help for Susan”, “Jeremy needs access to a computer at all times”). For preschool children these statements might include concerns about kindergarten readiness, self-help skills, communicating their wants and needs, getting along with friends, participation in community activities, etc. 

At this point in the IEP process, it is not time to set goals or define services, activities, and supports. First, assure the parents that their concerns will be addressed as the IEP is developed and record their concerns in their own words. Second, make sure that the parent’s concerns are addressed as the IEP is developed. 

If the parents have no concerns, state “The parents have no concerns.” 

Consideration of the parents’ concerns for enhancing their child’s education is a required component of the IEP process. An effort needs to be made to obtain parent input any time it is known that the parents will be unable to attend the IEP meeting.

DOCUMENT: Respond to each area of consideration. At this point in the IEP process, the team is identifying specific areas that bear consideration and potential action as the rest of the IEP is developed. Each decision must be documented, though some may require little discussion (e.g., limited English proficiency for a student whose first language is English).

Addressed in this IEP means only that the area represents a concern and that at least some information is provided about this area in the IEP. The discussion of a special consideration that is an area of concern and the indication that the area will be “addressed in this IEP”, could result in information being documented under Other Information, Effect of Disability, Course of Study, Goals, Services, and Supports or other sections of the IEP. 

For example, if behavior is of some concern, but classroom or program-wide positive behavior supports are having a beneficial effect and individualized supports are unnecessary, the team would check the first option and could note relevant information in the “Other Information” section of the IEP. However, if behavior is a significant concern that the team believes it must be addressed in the IEP (goals and services, activities, or supports) and in a Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP), the team would indicate both of the first two options and follow the specific requirements of the FBA and BIP.

DOCUMENT:

• Indicate that behavior is an area of concern and will be addressed in the IEP when the student’s behavior interferes with her or his learning or the learning of others. 
• Indicate that behavior is an area of concern and will be addressed in a Functional Behavioral Assessment (FBA) or an existing FBA will be reviewed and modified, if needed. A Behavior Intervention Plan (BIP) will be developed if required to appropriately address the student’s needs or a BIP is required due to a disciplinary action.

DOCUMENT:

• Indicate that communication and language is an area of concern and will be addressed in the IEP when either 1) communication needs are a known concern, or 2) the student is deaf or hard of hearing and the impairment adversely affects his or her learning.
• Indicate that communication and language is an area of concern and will be addressed in a Communication Plan for the Deaf and Hard of Hearing when the student is deaf or hard of hearing, the impairment adversely affects his or her learning and a communication plan is needed.

DOCUMENT:

• Indicate that health is an area of concern and will be addressed in the IEP when the student’s health interferes with access to educational environments or interferes with educational performance. 
• Indicate that health is an area of concern and will be addressed in a health plan when the student’s health interferes with access to educational environments or interferes with educational performance and specific action is required in the school setting. Page B Ages 3-12.

DOCUMENT: Indicate that braille instruction is needed when the student’s vision is impaired to the extent that even with correction, the vision limits educational performance, and braille instruction is needed.

DOCUMENT: Indicate that limited English proficiency is a concern that will be addressed in the IEP when the student’s first language is not English and the student has not acquired academic proficiency in English.

DOCUMENT: Indicate that assistive technology is needed and will be addressed in the IEP when the student cannot complete or participate in daily educational tasks or activities because of the disability and assistive technology is needed.

DOCUMENT: Accessible instructional materials have been broadened to accessible educational materials, including digital instructional materials. In addition to considering alternate formats for printed materials, the expansion to accessible educational materials requires teams to consider access to technology-based materials. Discuss the student’s potential need for accessible instructional/educational materials. Accessible instructional/educational materials (AIM/AEM), are materials that are designed or converted in a way that makes them usable across the widest range of student variability, regardless of format (print, digital, graphic, audio, video). 

The team thinks about “whether the student 1) can gain information from standard print-based and technology-based instructional materials used across the curriculum by all students, 2) needs the materials in a specialized format, or 3) needs modified content or alternative materials” (National Center on Accessible Instructional Materials).

If a team identifies an option for a student that requires specialized formats, then the team would mark “yes” for AIM/AEM on the PLAAFP and provide language summarizing the decision-making process on the “Other Information essential for the development of this IEP” textbox on Tab B. 

The AT consideration checkbox will generally be checked along with AT Device and AT Support on Tab F/Activities. Accessible Instructional Materials must be selected in the pull-down on Tab F/Activities. This will create a text box description area and information related to the AIM/AEM requirements should be listed here. List materials and media and the support needed for AIM/AEM. Include information related to required AIM/AEM and activities related to participation in nonacademic or extracurricular activities. 

If the team identifies the student does not require specialized formats, then the team would mark “no” for AIM/AEM on the PLAAFP.

DOCUMENT: Students who are NIMAS-eligible comprise only some of the eligible individuals whose needs include accessible materials. 

A student is NIMAS-eligible if the student is:

1. Blind (visual acuity is 20/200 or less in the better eye with correction or whose widest diameter if visual field subtends an angular distance no greater than 20 degrees); 
2. Visually impaired (impairment with correction prevents the reading of standard printed material);
3. Unable to read or unable to use standard printed material as a result of physical limitations; or 
4. Certified by competent authority (i.e., a physician) as having a reading disability resulting from organic dysfunction of sufficient severity to prevent reading printed material in a normal manner.

DOCUMENT: Document information that establishes the need for activities and supports that are not directly related to a goal of the IEP. 

Examples:

• Juan is ambulatory but walks and goes up and down stairs very slowly. This information establishes the need for an accommodation. Service, activity, or support (Page F) Juan is allowed six minutes to make class changes without being considered tardy.
• Maria is NIMAS-eligible.

Document information that the IEP team believes is useful to an understanding of the eligible individual’s current status and needs or may require future action through the IEP. 

Example:

• Tina has been diagnosed as having attention deficit disorder. Past IEPs have included behavioral goals and services. She currently receives medication which effectively controls problems of attention and work completion.” 

For English language learners, document any language-support accommodations will be provided on districtwide assessments that are different from accommodations that will be provided due to disability. 

Examples: 

• Due to her ELL status, Maria will be provided written directions in Spanish on districtwide assessments.
• In addition to assessment accommodations due to his disability, Thanh will have available an approved English/Vietnamese word-to-word dictionary on districtwide assessments.

DOCUMENT: Make a general statement regarding the impact of the individual’s disability on curriculum involvement, and, for preschool children, involvement in appropriate activities. You must include information that describes the functional implications of the effect of the student’s disability. Include both in-school and out-of-school implications. 

Examples: 

• Simon is progressing through the general curriculum at a level expected for his grade in math, science, and social studies, but below his peers in language arts. He does not independently acquire content through reading and requires assistance in creating written products in subject areas. Accommodations will be required on job placements where reading and writing skills are necessary. 
• Maria’s physical limitations do not interfere with acquiring the content of the general curriculum. However, she is not always able to fully participate in all learning tasks and activities (e.g., she can use a microscope to observe the cellular structure of a leaf but requires assistance to prepare a slide) and does not always participate in the same manner as peers (e.g., she creates written products with a voice-activated computer system). Maria is very mobile in her wheelchair, but at times physical barriers interfere with access to places and activities. 
• Torrance’s behavior does not interfere with his ability to be involved and make progress in the general curriculum. Interpersonal relationships with school peers and with adults, both in and out of school, have been affected. Job placements while in school and employment after graduation could be affected. 
• Tana’s progress in the general curriculum is below peers in all areas. She does not always recognize potential danger in the community (traffic, strangers, etc.) In order to live independently, she will require self-help skills and assistance in accessing the community. 
• Gerald (age four) is developing at an age-expected rate and is able to participate in all age-appropriate activities but cannot always be understood when communicating with same-age peers and unfamiliar adults. 
• Tyler (age three) is developing at an age-expected rate in early literacy and early math, however, his behavior interferes with his ability to interact with same-age peers during group and center time.

DOCUMENT: The IEP team is required to consider the strengths of the eligible individual. Also, document interests and preferences to assist in planning for the individual’s needs. 

Strengths are general things the student is good at (singing, telling jokes, math computation, sports, band, following directions, etc.). 

Interests are things, events, or people that evoke the student’s curiosity (sports, rocks, peer interaction, computers, music, etc.). 

Preferences are things, events, or people that the student chooses over others. They could pertain to, but not limited to the needs of the student in the school setting (e.g. prefers working with a partner, working independently, utilizing hands-on activities, etc.).

DOCUMENT: The IEP team is required to consider the concerns of the parents for enhancing the education of their child. Sometimes, these are general statements (“We would like more help in the area of math”, “We don’t think her reading is coming along as well as it could”), but may be quite specific (“We would like another hour of associate help for Susan”, “Jeremy needs access to a computer at all times”).

At this point in the IEP process, it is not time to set goals or define services, activities, and supports. First, assure the parents that their concerns will be addressed as the IEP is developed and record their concerns in their own words. Second, make sure that the parents’ concerns are addressed as the IEP is developed. 

If the parents have no concerns, state “The parents have no concerns.” 

Consideration of the parents’ concerns for enhancing their child’s education is a required component of the IEP process. An effort needs to be made to obtain parent input any time it is known that the parents will be unable to attend the IEP meeting.

DOCUMENT: Respond to each area of consideration. At this point in the IEP process, the team is identifying specific areas that bear consideration and potential action as the rest of the IEP is developed. Each decision must be documented, though some may require little discussion (e.g., limited English proficiency for a student whose first language is English).

Addressed in this IEP means only that the area represents a concern and that at least some information is provided about this area in the IEP. The discussion of a special consideration that is an area of concern and the indication that the area will be “addressed in this IEP”, could result in information being documented under Other Information, Effect of Disability, Course of Study, Goals, Services, and Supports or other sections of the IEP. 

For example, if behavior is of some concern, but classroom or program-wide positive behavior supports are having a beneficial effect and individualized supports are unnecessary, the team would check the first option and could note relevant information in the “Other Information” section of the IEP. However, if behavior is a significant concern that the team believes it must be addressed in the IEP (goals and services, activities, or supports) and in a Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP), the team would indicate both of the first two options and follow the specific requirements of the FBA and BIP.

DOCUMENT:

• Indicate that behavior is an area of concern and will be addressed in the IEP when the student’s behavior interferes with her or his learning or the learning of others. 
• Indicate that behavior is an area of concern and will be addressed in a Functional Behavioral Assessment (FBA) or an existing FBA will be reviewed and modified, if needed. A Behavior Intervention Plan (BIP) will be developed if required to appropriately address the student’s needs or a BIP is required due to a disciplinary action.

DOCUMENT:

• Indicate that communication and language is an area of concern and will be addressed in the IEP when either 1) communication needs are a known concern, or 2) the student is deaf or hard of hearing and the impairment adversely affects his or her learning.
• Indicate that communication and language is an area of concern and will be addressed in a Communication Plan for the Deaf and Hard of Hearing when the student is deaf or hard of hearing, the impairment adversely affects his or her learning and a communication plan is needed.

DOCUMENT:

• Indicate that health is an area of concern and will be addressed in the IEP when the student’s health interferes with access to educational environments or interferes with educational performance. 
• Indicate that health is an area of concern and will be addressed in a health plan when the student’s health interferes with access to educational environments or interferes with educational performance and specific action is required in the school setting. Page B Ages 3-12

DOCUMENT: Indicate that braille instruction is needed when the student’s vision is impaired to the extent that even with correction, the vision limits educational performance, and braille instruction is needed.

DOCUMENT: Indicate that limited English proficiency is a concern that will be addressed in the IEP when the student’s first language is not English and the student has not acquired academic proficiency in English

DOCUMENT: Indicate that assistive technology is needed and will be addressed in the IEP when the student cannot complete or participate in daily educational tasks or activities because of the disability and assistive technology is needed.

DOCUMENT: Accessible instructional materials have been broadened to accessible educational materials, including digital instructional materials. In addition to considering alternate formats for printed materials, the expansion to accessible educational materials requires teams to consider access to technology-based materials. Discuss the student’s potential need for accessible instructional/educational materials. Accessible instructional/educational materials (AIM/AEM), are materials that are designed or converted in a way that makes them usable across the widest range of student variability, regardless of format (print, digital, graphic, audio, video). 

The team thinks about “whether the student 1) can gain information from standard print-based and technology-based instructional materials used across the curriculum by all students, 2) needs the materials in a specialized format, or 3) needs modified content or alternative materials” (National Center on Accessible Instructional Materials).

If a team identifies an option for a student that requires specialized formats, then the team would mark “yes” for AIM/AEM on the PLAAFP and provide language summarizing the decision-making process on the “Other Information essential for the development of this IEP” textbox on Tab B. 

The AT consideration checkbox will generally be checked along with AT Device and AT Support on Tab F/Activities. Accessible Instructional Materials must be selected in the pull-down on Tab F/Activities. This will create a text box description area and information related to the AIM/AEM requirements should be listed here. List materials and media and the support needed for AIM/AEM. Include information related to required AIM/AEM and activities related to participation in nonacademic or extracurricular activities. 

If the team identifies the student does not require specialized formats, then the team would mark “no” for AIM/AEM on the PLAAFP.

DOCUMENT: Students who are NIMAS-eligible comprise only some of the eligible individuals whose needs include accessible materials. 

A student is NIMAS-eligible if the student is:

1. Blind (visual acuity is 20/200 or less in the better eye with correction or whose widest diameter if visual field subtends an angular distance no greater than 20 degrees); 
2. Visually impaired (impairment with correction prevents the reading of standard printed material);
3. Unable to read or unable to use standard printed material as a result of physical limitations; or 
4. Certified by competent authority (i.e., a physician) as having a reading disability resulting from organic dysfunction of sufficient severity to prevent reading printed material in a normal manner.

DOCUMENT: For each post-secondary area of living, learning, and working document information sources and results of transition assessments. The results must include data or skills information that are sufficient to demonstrate that the area has been assessed and to determine if there is a need for services, supports, or activities. Transition assessments are broadly defined and may include a review of school records and classroom data; interviews of the student, caregivers, parents, or employers; observations; questionnaires, informal assessments, or published assessments. The following table provides a set of prompts to assist in considering potential information needs. 

Transition Assessment Examples (Living): 

Jared

Living information sources: Parent and student interviews, school and community-based observations.

Living results: Jared is able to function independently to meet his needs for post-secondary living. He has a driver’s license and can access community resources, cook, clean, do laundry, take care of personal hygiene and manage his checking and savings accounts. 

Suzy 

Living information sources: School records, including adaptive skills inventories, parent and caregiver interviews, school and community-based observations. 

Living results: Suzy can chew and swallow solid food when it is presented to her. She can assist in transferring her weight from a sitting position and can sit without support for five minutes. She can use her electric wheelchair to get around indoors in familiar settings but needs assistance in crowded or unfamiliar settings. She also needs assistance to complete all daily living tasks. Suzy adapts easily to new people and new routines.

Transition Assessment Examples (Learning): 

Jared 

Learning information sources: Teacher and student interviews, school records, Iowa Tests of Educational Development. 

Learning results: Jared’s Iowa Assessment scores all exceed the 75th percentile. His classroom work is of excellent quality and math, reading, and writing skills are comparable to that of his peers. However, Jared does not keep track of assignments nor allocate time outside of class to complete homework or study for tests. As a result, homework is turned in accurately 69% of the time, which affects his grades (1.74 GPA). A higher grade point will be necessary for Jared to pursue his post-secondary expectation of a four-year degree. 

Suzy 

Learning information sources: School records, teacher interviews, classroom data. 

Learning results: Suzy uses a communication system to express basic needs. She demonstrates an understanding of common signs and symbols in the community and 250 selected sight words but does not read connected text. She understands basic concepts of quantity (e.g., more-less), follows a picture schedule and understands time signals (e.g., school bells) and can match amounts to a model but she does not count, perform calculations or tell time or read a calendar. Suzy enjoys learning new tasks and changes in routine

Transition Assessment Examples (Working):

Jared 

Working information sources: School records, parent, student, and community experience supervisor interviews. 

Working results: Jared has a job through the school work experience at the hospital where he helps transport patients and deliver lab results. At work, he is friendly and completes his assignments on time. At times, however, he does not accept changes in assignments well and is occasionally late or absent without calling in. At home, Jared has a number of chores for which he receives an allowance. He needs reminders to complete those tasks and can be explosive when asked to redo tasks. He expresses a keen interest in continuing to work and receive further education in the area of health care. He cannot complete a resume or job application nor does he know how to contact employers for potential work. 

Suzy

Working information sources: School records, parent and teacher interviews. 

Working results: Suzy can attend to tasks for up to ten minutes and can remain in the same physical position for up to 45 minutes. She has difficultly with fine motor tasks but can follow a three-step picture routine (match-to-sample). She works well with others and prefers socially active environments with bright, active physical attributes.

DOCUMENT: Document information that establishes the need for activities and supports that are not directly related to a goal of the IEP. 

Examples:

• Juan is ambulatory but walks and goes up and down stairs very slowly. This information establishes the need for an accommodation. Service, activity, or support (Page F) Juan is allowed six minutes to make class changes without being considered tardy.
• Maria is NIMAS-eligible.

Document information that the IEP team believes is useful to an understanding of the eligible individual’s current status and needs or may require future action through the IEP. 

Example:

• Tina has been diagnosed as having attention deficit disorder. Past IEPs have included behavioral goals and services. She currently receives medication which effectively controls problems of attention and work completion.” 

For English language learners, document any language-support accommodations will be provided on districtwide assessments that are different from accommodations that will be provided due to disability. 

Examples: 

• Due to her ELL status, Maria will be provided written directions in Spanish on districtwide assessments.
• In addition to assessment accommodations due to his disability, Thanh will have available an approved English/Vietnamese word-to-word dictionary on districtwide assessments.

DOCUMENT: Make a general statement regarding the impact of the individual’s disability on curriculum involvement, and, for preschool children, involvement in appropriate activities. You must include information that describes the functional implications of the effect of the student’s disability. Include both in-school and out-of-school implications. 

Examples: 

• Simon is progressing through the general curriculum at a level expected for his grade in math, science, and social studies, but below his peers in language arts. He does not independently acquire content through reading and requires assistance in creating written products in subject areas. Accommodations will be required on job placements where reading and writing skills are necessary. 
• Maria’s physical limitations do not interfere with acquiring the content of the general curriculum. However, she is not always able to fully participate in all learning tasks and activities (e.g., she can use a microscope to observe the cellular structure of a leaf but requires assistance to prepare a slide) and does not always participate in the same manner as peers (e.g., she creates written products with a voice-activated computer system). Maria is very mobile in her wheelchair, but at times physical barriers interfere with access to places and activities. 
• Torrance’s behavior does not interfere with his ability to be involved and make progress in the general curriculum. Interpersonal relationships with school peers and with adults, both in and out of school, have been affected. Job placements while in school and employment after graduation could be affected. 
• Tana’s progress in the general curriculum is below peers in all areas. She does not always recognize potential danger in the community (traffic, strangers, etc.) In order to live independently, she will require self-help skills and assistance in accessing the community. 
• Gerald (age four) is developing at an age-expected rate and is able to participate in all age-appropriate activities but cannot always be understood when communicating with same-age peers and unfamiliar adults. 
• Tyler (age three) is developing at an age-expected rate in early literacy and early math, however, his behavior interferes with his ability to interact with same-age peers during group and center time.

DOCUMENT: Statements about post-secondary expectations describe what the student will pursue after graduating from high school. The areas of living, learning, and working are considered. These statements should be based on assessment information (including student and family preferences) and represent what the IEP team, including the student and parents, will use to plan goals, services, activities, and supports. Post-secondary expectations should project into the future after high school. They should also be written in terms that are observable and state the actual result not the process of doing it. For example “will work at …” rather than “will apply for jobs”. 

Post-secondary expectations must:

• Project beyond high school,
• Include an anticipated result in each of the areas of living, learning, and work,
• Be written as observable behaviors, 
• Become more specific as a student approaches his or her post-secondary transition, and
• Be the foundation for the course of study, goals, & services, activities, and supports documented in the IEP. 

Examples. 

• Living: Josh will live in an apartment with roommates. 
• Learning: Josh will complete an associate degree in landscaping.
• Working: Josh will work in the greenhouse/landscaping business.

DOCUMENT: Use this box to indicate if the needs identified during the transition assessment will be addressed through the provision of services, supports, or supplementary aids to complete goals or activities for the duration of the IEP under development. Keep in mind that transition is a multi-year process. It is possible that some needs identified through the transition assessment will not result in services, supports, and supplementary aids in the coming year. Some may not ever rise to a level of priority to need services, supports, or supplementary aids. 

If the IEP indicates that no supports, or services are needed in a post-secondary area (living, learning, or working) for the coming year, then one of two things must also be present. Either the assessment information in the PLAAFP must be sufficient to determine that no needs exist in that post-secondary area, or the course of study should indicate that the need will be addressed in a future year. An area of need might be addressed in the course of study by specifying courses or activities that will occur at some point in the future but those needs might not be addressed through goals, services, and activities in the IEP being written through goals, services, and activities. 

Example: 

Sierra is a freshman. Her post-secondary expectation is to work as a veterinarian’s assistant. Her course of study includes junior and senior year activities specific to this occupation. If there are no freshman or sophomore year activities specific to the post-secondary expectation for work, the IEP team would document “No” to the question: “Is working an area of need that will be addressed with goals, services, or activities in this IEP?”

DOCUMENT: Complete this item by one of the following means: 

Specify: (1) the overall number of credits/years the student needs to graduate (for a regular diploma, must meet the 4-3-3-3 requirement), (2) overall subject areas, and required number of credits/years (e.g., 4 years of English) and (3) any other district graduation requirements that apply; OR 

Specify: (1) the overall number of credits/years the student needs to graduate (for a regular diploma, must meet the 4-3-3-3 requirement), (2) overall subject areas, and required number of credits/years (e.g., 4 years of English) and (3) any other district graduation requirements that apply; AND (4) any IEP specifications for graduation, OR 

If the student is to complete their K-12 education by other means and will not receive a regular diploma, specify the IEP-team-determined requirements specific to the student.

NOTE: For additional information on graduation requirements for eligible individuals, please refer to the Iowa Department of Education website on graduation requirements.

See additional Course of Study Examples.

DOCUMENT: State clearly and specifically the student’s current status in relation to the stated graduation requirements.

Include:

• the required courses yet to be completed,
• the number of credits/years yet to be completed, and 
• any other accomplishments required for graduation

DOCUMENT:  Document the anticipated month, date, and year of graduation. This date represents an accomplishment that is feasible for the student and is the IEP team’s best guess at the time the IEP is being written. This date may be changed, if necessary, in future IEPs. 

DOCUMENT: It is not necessary to repeat course information that has already been documented in previous items (What requirements does this student need to meet to graduate? What is this student’s current status with regard to these requirements?). Provide additional information and/or necessary detail here.

DOCUMENT: On the Goals tab, click “Add Goal” and select a goal area from the pull-down and the domain auto-fills.

When several different goal areas (e.g., behavior and employability skills) accurately reflect different aspects of a concern (e.g., reducing an undesirable behavior and building positive, pro-social behaviors), each may be used to develop a goal specific to those skills. When several different goal areas (e.g., adaptive behavior or employability skills, math or financial literacy, or adaptive behavior) accurately reflect the content and the intent of the goal, any of the potential goal areas may be used. 

DOCUMENT: Include relevant evaluation information from the initial or most recent evaluation, district-wide assessments, and current performance in comparison to general education peers and standards** and the functional expectations of the environments where the individual’s skills will be performed. Relevant information is directly related to the goal area and recent enough to merit consideration in developing this particular goal. 

Examples: 

• Referenced to Iowa Early Learning Standards (behavior). Olivia, 3 years 10 months, is able to follow simple verbal directions when given verbal and visual prompts. She needs an average of 3 prompts when given a direction during a 5-minute period. Olivia does her best when there are limited distractions in her environment and given a visual cue such as a picture schedule. She is able to maintain a child initiated play for up to 5-7 minutes when it is a preferred activity. During an adult directed activity, Olivia needs verbal prompts to stay on task and physical assistance to come back to the activity. When she is redirected or asked to complete a non-preferred task/activity, she often tantrums and becomes very upset. She displays the following behaviors in such situations: screaming, yelling, crying, hitting, kicking, and throwing toys. According to developmental expectations and the GOLD Assessment, children of the same age are able to follow simple requests not accompanied by gestures, follow directions of 2 or more steps that relate to familiar objects/experiences, accepts redirection from adults, manage classroom rules, routines and transitions with occasional reminders and sustains work on interesting tasks and ignores most distractions and interruptions.
• Referenced to the Iowa Core (behavior). Jarrod does not display the skills needed to establish and maintain relationships with peers and to complete work. He frequently makes remarks that are critical of the ideas and opinions of others, and only occasionally offers ideas and opinions of his own. Given work that his teachers judge to be within his skills to complete on his own, he often seeks assistance from peers and adults. Peers frequently decline to give assistance. Based on recent observations, peers average less than one peer-directed critical remark (as defined in Jarrod’s behavior intervention plan) per class period. 
• Referenced to Iowa Early Learning Standards (math). Clay, 4 years 8 months, demonstrates delays in understanding counting, ways of representing numbers and relationships between quantities and numerals. Clay was able to verbally count to a median of 4, count objects up to 5 for 50% of the trials, and demonstrates an understanding of “more, less and equal” for 50% of the trials. The GOLD Assessment age expectations for children of the same age are to verbally count to 20, accurately count 10–20 objects, and consistently identify which part has more/less/equal.
• Referenced to the Iowa Core (reading). Maribelle accurately decodes one and two syllable words that follow phonetic rules (e.g., cat, pretend) but has difficulty decoding unfamiliar multisyllabic words (e.g., photosynthesis). Maribelle has difficulty recognizing grade-level sight words especially when spelling and sound do not correspond (e.g., said, women). In 4th grade level text, it is hard for her to determine the meaning of words and phrases from context, identify the theme of a story or main idea of an informational text, and to draw inferences from what she reads. In 2nd to 3rd grade level text, her performance is better at identifying word meanings, themes, and main ideas, but is inconsistent. Maribelle’s reading score on the 4th grade Statewide Assessments was the 9th percentile. Her peers average 140 words read per minute with 98% decoding accuracy in fourth grade materials.
• Referenced to the Iowa Core Essential Elements (writing). In core language arts class, Andrew’s sixth grade peers are using technology/laptops to work collaboratively, to conduct research on the internet, and to produce and publish writing that is approximately three pages in length. They collaborate with the teacher and other students using collaborative technology (e.g. Google Docs). At this time, Andrew uses collaborative technology and works with others during the writing process with the facilitation of an adult. He can use the internet to access information about a topic of interest that leads to a written summary. He accesses modified books of grade level content from Tar Heel Reader (collections of modified books with images written at significantly off grade level reading). Andrew uses a talking word processor to assist with the comprehension of these text and other sources to research information. In the content areas of science and social studies, Andrew is also able to access information from grade level textbooks using Read 2 Go / Bookshare on his IPad, which provides a text reader. When researching topics, Andrew uses a graphic organizer. The graphic organizer supports language development and increases the quality of his writing. During the research, Andrew identifies and places the components of his research topic within a graphic organizer. Andrew’s sixth grade peers are able to write in complete paragraph format, including the main idea, supporting details, and a conclusion. Currently, Andrew does not independently write in full paragraph format, however, he uses a graphic organizer to support the development of writing details, supporting statements, and summarizing the topic. Andrew can produce short written summaries on researched areas (1-3 sentences) using word prediction software. The word prediction software supports Andrew’s motor planning and spelling accuracy. On his IPad, he utilizes Typ-O HD to write sentences and is able to email short written products to his teacher.

Information related to the expectations of the Iowa Early Learning Standards, the Iowa Core, and Iowa Core Essential Elements may be found here: Iowa Core, Iowa Early Learning Standards, and Iowa Core Essential Elements.

NOTE: Ending the CAAFP statement with the data that will be compared to the baseline will make it easier for the reader of the IEP to follow the progression of items.

DOCUMENT: State the student’s current performance on the indicator that will be used to measure progress towards the goal.

The baseline, just like the goal, must be observable, measurable, and specific. 

• The baseline must include a number
• The baseline number is also the graph starting point for progress monitoring
• The measurement tool used to determine the baseline must also be the measurement tool used in progress monitoring 

Example: Maribelle reads 74 words per minute with 83% decoding accuracy in fourth grade materials.

DOCUMENT: The goal represents an ambitious and realistic one-year accomplishment. The goal must address needs identified in the Present Levels of Academic Achievement and Functional Performance (PLAAFP). A well-written goal should be meaningful, measurable, able to be monitored, and useful in making decisions. 

The goal must include:

Conditions (when and how the individual will perform): In 36 weeks, given a fourth grade level passage 

Behavior (what the individual will do): Maribelle will read 

Criterion (acceptable level of performance): 100 words per minute with 95% decoding accuracy

The IEP must contain appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. Transition skills then are designed to assist students to reach these goals. In Iowa, these areas are designated as living, learning, and working. The practice of identifying appropriate measurable postsecondary goals begins with the statement of expectations and continues with determining the relationship of goals to these expectations. For example, a reading goal might be linked to an expectation to graduate from college, a math goal might be linked with an expectation that a student lives (and budgets) independently.

DOCUMENT: Indicate 1) how progress toward this goal will be measured, 2) how often progress will be measured and graphed, and 3) the decision-making rule that will be utilized to determine when changes to the goal or to the instructional or intervention approach and how the rule will be applied. 

Describe frequent and repeated measures. Measures must accurately assess the skills being taught and be administered with sufficient frequency for educators to be responsive to the child’s needs. In most situations, data is expected to be collected and entered every two weeks unless the IEP specifies a different period of time between data points. 

Considerations regarding the frequency of monitoring include: 

• Frequency of service is less than once every two weeks
• Measures are not sensitive to change every two weeks 
• Data collection every two weeks does not align with the service delivery model 
• The potential need for more frequent progress monitoring when rapid changes to instruction or intervention may be necessary (e.g., adjustments to services and supports driven by a behavior intervention plan). 

NOTE: The baseline and goal criterion must have the same numeric measurement and the evaluation procedures must correspond to that measurement. 

Good alignment: Baseline: Suzy is on-task 62% of the time. Goal criterion: Suzy will be on-task 90% of the time. Evaluation: Weekly, structured classroom observations. 

Bad alignment: Baseline: Suzy is on-task 62% of the time. Goal criterion: Suzy will complete 95% of her assignments on time. Evaluation: Test grades.

DOCUMENT: Responsible person(s) may include special education teacher, social worker, school psychologist, parent, work experience coordinator, etc. (use titles, not names as specific staff could change while the IEP is in effect).

DOCUMENT: Obviously, data must be collected on all goals. Visual displays facilitate both decision-making and communication. The use of a graph or other visual representation of student data and the targeted level of performance is required! Data collection and entry must be completed as specified in the IEP. 

The Web IEP allows the uploading of Associated Files (e.g., an Excel file with a graph or chart). If forms of visual display other than the Web IEP are used, data collection and entry must be completed as specified in the IEP and the graph must be uploaded as an associated file to the Web IEP as often as progress reports are provided to parents (e.g., at the end of each quarter, tri-semester, etc.). However, the use of the Web IEP graphing option is strongly encouraged.

DOCUMENT: Short-term objectives are the skills the student needs to acquire or be able to perform in order to reach his/her goal. For the goal “In 36 weeks, James will purchase ten grocery store items from a written list with 100% accuracy”, short-term objectives might be: 

• By November 1, James will read orally the names of 50 items in the grocery store where his family shops from a written list with 100% accuracy 
• By December 15, James will locate 50 items in the grocery store where his family shops from a written list with 100% accuracy 
• By February 15, James will select ten items from a grocery list, place them in the cart and take them to the checkout lane and place them on the conveyor belt with 100% (30 of 30 steps) accuracy 
• By April 15, James will give the grocery store clerk sufficient money to make a ten item purchase with 100% accuracy (sufficient money on 10 of 10 trials)

DOCUMENT: Major milestones are sequentially written, logical, task-analyzed components of the annual goal. For the annual goal “In 36 weeks, given a fourth grade level passage Maribelle will read 100 words per minute with 95% decoding accuracy” major milestones might be: 

• By November 1, Maribelle will read 80 words per minute with 90% decoding accuracy.
• By January 1, Maribelle will read 80 words per minute with 95% decoding accuracy.
• By March 1, Maribelle will read 90 words per minute with 95% decoding accuracy. 
• By May 1, Maribelle will read 100 words per minute with 95% decoding accuracy.

DOCUMENT: Include the dates of expected accomplishment in the statement of each milestone or objective.

DOCUMENT: Update this information at least as often as you would prepare a parent report.

DOCUMENT: An eligible individual’s parents must be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children’s progress, of 

1. Their child’s progress toward the annual goals; and 
2. The extent to which that progress is sufficient to enable the eligible individual to achieve the goals by the end of the year. 

NOTE: If the method chosen to fulfill this requirement is updated goal pages, complete this section and provide it to the parents. NOTE: If the method chosen to fulfill this requirement is a “report card,” include a copy of the report card in the student’s school records.

Additional examples of documentation of baselines, goal, monitoring, and short-term objectives

DOCUMENT: Select a service from the pull-down menu (see Definitions)

• Start date for new services defaults to the meeting date but is editable. Rolled over dates come from the IMS for existing services are not editable. Note the correct start date in the description. 
• Identify the service provider (only the provider’s position prints). 
• Specify the number of minutes of service per day, week, or month. 
• Indicate if the child will be removed from education with nondisabled peers to receive any of the service. 
• If there is direct removal, specify the amount of removal per day, week, or month. 
• Describe the service in a manner that passes the “Stranger Test” – that is, if the child enrolled at a new school, would teachers and/or support professionals there understand the child’s needs and know what to do?
  • Terms such as consultative may be used only if the description makes clear the commitment of services. 

Example: Consultative occupational therapy services will be provided to Sheree’s special education teacher and to her parents. Weekly contacts (approximately 20 minutes each) will be made with both parents and teachers for the first two months of the IEP with monthly contacts after that.

• Removal from general education settings. 
  • No direct removal. When special education time for the selected service is spent entirely in environments that are available to eligible individuals and nondisabled peers, there is no direct removal. This includes team taught classrooms and instruction involving mixed groups of students with disabilities and nondisabled students, time in community experiences such as work placements and instruction in community use, and courses and activities that are open and available to all students, regardless of the actual make-up of the group.
  • Yes, direct removal. When any special education time for the selected service is spent in environments that are only open and available to eligible individuals, there is direct removal. Time spent in individual services in a therapy room, instruction in a special education classroom, or in a special school designed for and available to only disabled peers would count as removal. If all the special education students in a class receive physical education at the same time and eligible individuals are the only students the class is made available to, the gymnasium or playing field is a special education environment and the PE class time is removal time. Education in a workshop or training facility in the community which serves only clients with disabilities is removal.

Additional guidance on documentation of Assistive Technology and Accessible Instructional Materials.

DOCUMENT:

Click on the “Future” sub-tab, select a service and click the “Add” button.

• Start Date: Specify the start date for the selected service.
• Provider: Identify the service provider by position (e.g., Special Education Teacher).
• Total Time: Specify the number of minutes of service per day, week, or month.
• Time removed from general education per day: If there is direct removal, specify the amount of removal per day. “0” may be entered.
• Description: Describe the service in a manner that passes the “Stranger Test” – that is, if the child enrolled at a new school, would teachers and/or support professionals there understand the child’s needs and know what to do?

DOCUMENT: Document the decision of the IEP team (yes or no); 

• Identify the goals to be addressed through ESY services by number or goal area (e.g., Goals 1 and 4; Self-help and Community use); and
• Briefly describe ESY services: (e.g., Occupational therapy 60 minutes per month; Instruction in community use, 3 hours per week, etc.) 
• Complete the Extended School Year (ESY) Services form 

NOTE: If the IEP team is unable to make an ESY determination at the time of the meeting (e.g., additional progress monitoring data is needed), a) indicate “No,” b) describe the time of or circumstances of a meeting to discuss ESY. 

Examples:

• The team will meet in the spring to discuss ESY if Jen has not reached 80% of the annual goal by April 15.
• The team will convene in March to discuss ESY.

DOCUMENT: The Web IEP allows a single selection. The IEP team indicates the option (general, modified, or specially designed) that requires the greatest degree of individualization for any or all of the student’s physical education program. If modified or specially designed PE is required for some, but not all activities, the description of PE must delineate which activities require modification or special design and which do not. 

Examples: 

• Modified (description on Page G) Teresa is able to participate in most general PE activities. However, Teresa’s warm up routine is individualized and designed in collaboration with the physical therapist, and fitness exercises are individualized. Equipment must be non-latex Modified (description on Page G) Joshua requires the following modifications during all PE activities: paraeducator support for safety and success due to visual impairment and head injury; soft equipment and a designated “safe” area for skill practice 
• Modified (description on Page G) David will change into his physical education attire in the privacy of a bathroom, and will not change in the locker room.
• Modified (description on Page G) Gina participates in physical education activities with same-age peers using mobility aids (walker, mobile stander) and switch activated equipment for archery, golf, basketball shooting, and volleyball serving.
• Modified (description on Page G) Nate attends general physical education with peers DAILY which provides him increased practice and skill repetition necessary to make progress in the general curriculum. 
• Specially designed (description on Page F) Jose’s entire PE program is specially designed. He requires activities that emphasize functional fitness (body support, transition in and out of positions,) and lifetime recreational activities. He requires paraeducator support, small group setting, and individualized instruction with adapted materials to maintain personal strength
• Specially designed (description on Page F) Tara will participate in general PE activities with age peers. She requires modifications in the general setting for endurance activities, needing frequent rest time, reduced number of repetitions, or less weight. When the typical activity requires the propulsion of a large ball(s) (volleyball, basketball, soccer ball, football) Tara’s participation must be specially designed with assistive technology. 

If PE is “specially designed,” PLAAFP and CAAFP information must support the need, a goal is required and a description of services should appear on Page F.

DOCUMENT: Yes is selected for any student enrolled in a school district program, including children enrolled in a voluntary four year old program, regardless of location or provider; children enrolled in an early childhood special education program, and dually enrolled or shared-time students. 

• If “yes” is selected, the Web IEP will display this question, “Is the IEP team considering Iowa’s Alternate Assessments for this student’s AYP assessment? 
• If this question is answered “yes,” the IEP team must address the Alternate Assessment Eligibility Guidelines. 

No is selected for preschool children who receive AEA support services, only, and for students incarcerated in an adult correctional facility. 

AYP Assessments District-wide assessments include assessments given as a part of the state accountability system for Adequate Yearly Progress (AYP). Iowa’s AYP measures are the Statewide Assessments and Iowa’s Alternate Assessments (Dynamic Learning Maps). Indicate how the student will participate. See the procedures manual for a more thorough discussion of IEP team decision-making regarding assessments for AYP. 

If AYP assessments will not be administered during the year while the IEP is in effect for whatever reason (student grade level, shared-time nonpublic or dually enrolled competent private instruction students who are not required to take specific assessments), indicate how the student would participate if assessments were administered. Students with disabilities may participate without accommodations, with accommodations, or through the state alternate assessment. Indicate the IEP team’s determination. 

English language learners If an ELL who has not been in US schools for a full academic year will be taking an English language proficiency assessment in lieu of the AYP reading assessment, indicate “Standard assessment.”

DOCUMENT: Describe accommodations if “With accommodations” was chosen. 

Examples: 

• All items except reading test items will be read to Jorge
• Joshua may read items aloud
• Mara will state her selection (a, b, c, or d) and it will be recorded by an adult
• Petra will be allowed 10 extra minutes for the math calculation test” 

NOTES: 

General. Accommodations may not change what’s being assessed and must follow the directions of the specific assessment tool regarding allowable accommodations. 

Correspondence to classroom accommodations. Accommodations for assessments generally correspond to accommodations given for classroom tests. For example, if extended testing time is not given for classroom tests, the IEP team would need a sound reason to provide this accommodation on district-wide assessments. 

Eligible individuals who are English language learners (ELLs). An eligible individual who is also an ELL may be eligible for assessment accommodations due to his or her ELL status (e.g., provision of an English/native language word-to-word dictionary). ELL personnel typically make these determinations. However, if the same accommodation has conflicting guidance for ELLs and students with disabilities, the guidance for students with disabilities takes precedence. Document any language-support accommodations that will be provided on districtwide assessments that are different from accommodations that will be provided due to disability in the “Other information” section of the PLAAFP. 

ELL students with significant cognitive disabilities. 

• ELL students with significant cognitive disabilities are required by law to participate in the ELPA21 assessment. The IEP team may exempt the reading domain if it is not accessible to the student.

• If any of the accessibility features of the ELPA21 assessment are required for the student to access and participate in the assessment, then these accessibility features must be documented as accommodations on the IEP.
• The IEP team, with the participation of (preferred) or input from the ELL teacher, determines testing accommodations.

DOCUMENT: If the IEP team chooses “Iowa’s Alternate Assessments,” state: 

1. Why the student cannot participate in the general assessment, and 
2. Why the alternate assessment is appropriate for the student. 

Examples: 

• Why the student cannot participate in the general assessment. The general assessment does not afford sufficient and appropriate means for Barbara to demonstrate her skills.
• Why the alternate assessment is appropriate for the student. Based upon Barbara’s communication, academic, and adaptive behavior needs, she requires substantial instructional supports and accommodations. Being educated and assessed within the alternate achievement standards of the Iowa Core provides Barbara with access to multiple appropriate means of learning and multiple appropriate opportunities to demonstrate her learning.

DOCUMENT: Indicate how the student will participate in non-AYP assessments (with accommodations, without accommodations, through an alternate assessment). If no non-AYP assessments will be administered during the year while the IEP is in effect for whatever reason (student grade level, shared-time nonpublic or dually enrolled competent private instruction students who are not required to take specific assessments), indicate how the student would participate if assessments were administered. 

When a student cannot meaningfully access a non-AYP district-wide assessment, even with accommodations, an alternate assessment must be used. An “alternate” in the context of non-AYP district-wide assessments means a process of evaluation that accomplishes the same purpose. If the response to the Tab G item, “NonAYP district-wide assessments will be given …” is “Through an Alternate Assessment” additional information will be required. 

• If alternate methods will be used for non-AYP assessments: Why can’t the individual participate in the general assessments? A response to this question might be something like, “Standard tests and materials do not allow this student to respond in a meaningful or timely way, even with accommodations.” 
• For each alternate, non-AYP district-wide assessment: How will the individual be assessed and why is this alternate assessment appropriate for this student? Examples: Vocational interest assessments. The IEP processes used to identify Carmine’s strengths, interests, and preferences and to establish a post-secondary expectation for working will be used in place of the vocational interest tests that are taken by 10th graders. The IEP processes take into account multiple data sources and accommodate Carmine’s mode of communication. 

K-2 Early Literacy. The Dynamic Learning Maps K-2 Literacy alternate assessment will be used to meet the Early Literacy screening and progress monitoring requirements. This assessment has been state-approved for children with significant cognitive disabilities. Grade 3 Early Literacy. 

Iowa’s Dynamic Learning Maps Grade 3 English Language Arts alternate assessment will be used to meet the Early Literacy screening and progress monitoring requirements. This assessment has been state approved for children with significant cognitive disabilities. 

DOCUMENT: IDEA’s LRE principle is intended to ensure that a child with a disability is served in a setting where the child can be educated successfully. Consider supplementary aids and services that, if provided, could facilitate the student’s placement in the regular classroom setting. 

Following that consideration, if a determination is made that a student cannot be educated satisfactorily in the regular educational environment, even with aids and services, that student could be placed in a setting other than the regular classroom. If the answer to this item is “No”, provide the team’s rationale. 

Key considerations include: 

1. Aids and services that would overcome obstacles to education in the general education environment must be considered.
2. Decisions are made by IEP teams for a student based on the student’s unique needs and circumstances.
3. A valid rationale will focus on the need for education in a different educational environment to ensure success for the individual. 
4. A growing body of research suggests that students with disabilities educated in the general education settings acquire skills at a rate equal to or greater than students with disabilities educated in special education settings. 
5. If the child’s behavior in the regular classroom, even with the provision of appropriate behavioral supports, strategies or interventions, would significantly impair the learning of others, the IEP team may consider other placement options. 
6. Just as a student’s behavior could be disruptive to instruction, the provision of a service (e.g., individualized speech or occupational therapy services) in the general education setting could impair the learning of other students.
7. Potential harmful effects on the student might include consideration of the student’s sensitivity to being singled out or the student’s willingness to participate in special education services provided in the general education setting.
8. A service may carry an expectation of privacy and confidentiality (e.g., counseling, health procedures).

Examples: 

• The adaptations of content and delivery of instruction that CeCe needs require direct instruction by a special educator in order for her to progress in the general curriculum. Efforts to adapt content and delivery of instruction in the general education setting (e.g., adapted materials and assignments, extra teacher assistance) have been unsuccessful.
• John’s behavior and social interactions (shouting at teachers, throwing objects at other students) have interfered with the learning of others in the classroom. Interventions, including positive behavioral supports and peer mediation, have been unsuccessful in the general education setting. John’s counseling sessions require privacy.
• Dina requires direct instruction by a speech-language pathologist. She is extremely sensitive to being singled out and no other students in her general education class need the same type of assistance (i.e., a small group session would not be possible).

DOCUMENT:  Nonacademic activities include recess, lunch, and school assemblies. It is assumed that all students, regardless of disability, will be able to access nonacademic and extracurricular activities so long as they meet the school’s requirements for participation. If the answer to this question is “No”, provide the team’s rationale.

DOCUMENT: The school the child would attend if nondisabled is considered to be the school building in the resident district where the child would be assigned at the point of initial enrollment given a neutral application of the district’s attendance center policy. “Neutral”, in this context means, without consideration of disability status or court-ordered placement. If the answer is “No”, provide the team’s rationale. IDEA presumes that the first placement option considered for each disabled student by the group of persons making the placement decision, which must include the parent, is the school the child would attend if not disabled. A valid rationale will focus on the need for education in a different school location to ensure success for the individual. A “No” answer is required any time the proposed placement option is in a district other than the district in which the child resides. A “No” answer is also required when the proposed placement option is a building in the district where the child resides that the child would not attend if nondisabled. The explanation for a “No” answer to this question must describe why the special education services prescribed in the child’s IEP cannot be provided in the school the child would attend if not disabled. 

Notes regarding specific placement circumstances: 

Open enrollment. Answer “Yes” to this item if the student is open-enrolled.

Preschool placements. Answer “Yes” to this item if a preschool student receives special education services in a setting he or she might attend if nondisabled (e.g., a Head Start, preschool) or if the student receives special education services in the elementary school he or she would attend if school-aged. Answer “No” and provide an explanation for all other preschool circumstances. 

Court-ordered placements. Answer “No” to this item in cases where a court order results in a placement in a school that is not the school the child would attend if not disabled. For the explanation, simply document the facts of the court-ordered placement.

DOCUMENT: A special school is one that has a program specifically designed for eligible individuals and serves only eligible individuals (e.g., Iowa School for the Deaf). If this individual will attend such a school, the answer to this question is “Yes”. If “yes”, complete the Justification for Special School Placement.

DOCUMENT: Indicate the frequency of progress reports and how that progress will be reported.

DOCUMENT: Indicate the team’s determination. A shortened school day should be a very uncommon occurrence. Refer to 281-41.11(2)

DOCUMENT: Select the appropriate program from the list. Most children will be assigned to one of three levels of instructional programming (L1, L2, L3) or regular class with a support service such as speech (RS). Assigning a level to a student’s program is the responsibility of the AEA Director of Special Education or the Director’s designee.

DOCUMENT:  A weighted enrollment factor (WEF) auto-fills, based on the recommended program entry. The weighted enrollment matrices are located in the resources.

DOCUMENT: This answers the question, “Why is this child receiving his or her special education in the specified location?” See Codes.

DOCUMENT: “B” (i.e., both State and Federal count eligible) if a child is served in a school district provided or school district financed program. “F” (i.e., Federal) if a child is served in a program that is not provided or funded by a school district (e.g., AEA-provided speech services).

DOCUMENT: Indicate whether the student receives more than 50% of his or her special education services in the attending building (setting code and facility type are entered by the system).

DOCUMENT: Identify parties, other than parents, school district, and AEA, who need to receive a copy of the IEP (sending district, outside provider, etc.).

NOTE: When parents are divorced and the child is not living with either, identify one parent as “Adult 1,” the child’s residence as “Adult 2” and enter the other parent’s name in “Copies to” on the RSD tab. “Copies to” will print on the bottom of the “A” page.

DOCUMENT: Indicate the disability designation(s) determined through a full and individual evaluation or reevaluation. Most students with disabilities will be identified as “EI” as their sole or primary disability. See Codes.