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![Page 1: New Eligibility and Individualized Educational Program (IEP) Forms 2007 Illinois State Board of Education June 2007.](https://reader035.fdocuments.us/reader035/viewer/2022062618/5514851a550346b0158b5a19/html5/thumbnails/1.jpg)
New Eligibility and Individualized Educational Program (IEP) Forms 2007
Illinois State Board of EducationJune 2007
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Agenda
Welcome, introduction and overview of visit
Presentation: Conference Summary and Eligibility forms Forms associated with the main
components of the IEP Forms associated with Transition,
Behavior, Manifestation Determination, and Post-School
Wrap-up: Q & A and contact information
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Purpose
Current IEP forms
Components of IEP
Special Education Regulations
State Performance Plan (SPP)
Compliance Issues
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Conference Summary Report General student and parent information can be
completed prior to the meeting Placement and Eligibility information need to
be completed at the end of the meeting Participants’ signature indicates attendance
and the type of meeting he/she participated in If the parent(s) are not able to attend
document how the parent(s) were informed of the meeting
Procedural Safeguards sections is to document the parent(s) were given copies of applicable material
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Documentation of Evaluation Results Academic Achievement Functional Performance Cognitive Functioning Communicative Status
ELL Status Health Hearing/Vision Motor Abilities Social/Emotional Status/Social Functioning
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Eligibility DeterminationAll Other Disabilities Determinant Factors
Lack of appropriate instruction in reading or math
Limited English proficiency Students Suspected of having a
Disability Step 1: Disability Step 2: Adverse Effects Step 3: Educational Needs Step 4: Eligibility
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Problem-Solving Method
What is the problem?
Why is ithappening?
What should be done about it?
Did it work?
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Documentation of Evaluation Results(Specific Learning Disability)
Problem Identification/Statement of Problem
Problem Analysis/Strengths and Weaknesses
Plan Development/Intervention(s)
Plan Evaluation/Educational Progress
Plan Evaluation/Discrepancy
Plan Evaluation/Instructional Needs
Additional Information Necessary for Decision-making (include as appropriate)
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Determinant Factors Lack of appropriate instruction in reading
or math Limited English proficiency
Exclusionary Criteria Inclusionary Criteria
Educational progress (over time) Discrepancy (at one point in time)
Eligibility Determination(Specific Learning Disability)
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Inclusionary Criteria (continued) Instructional Need Optional Criteria
Eligibility Determination Step 1: Disability Adversely Affecting
Educational Performance Step 2: Special Education and Related
Services Participant Signature
Certify that the report reflects his/her conclusions for SLD
Eligibility Determination(Specific Learning Disability)
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Data Chart (Optional)
Report of Performance
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Present Levels of Academic Achievement and Functional Performance
Student Strengths Parental Educational Concerns Student’s Present Level of Academic
Achievement Student’s Present Level of Functional
Performance Describe how the disability affects
involvement in the general curriculum
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Secondary Transition Transition Assessments
Employment Education Training Independent Living Skills
Post-secondary Outcomes Course of Study
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Transition Services Supports, strategies, activities, and/or
services needed in the areas of: Instruction Related Services Community Experience Development of Employment Daily Living Skills Functional Vocational Evaluation Linkage to After Graduation Supports/Services
Home-Based Support Services Program
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Functional Behavioral Assessment (FBA) Participant/Title Student behavioral strengths Operational Definition of Target Behavior
—observable and measurable Setting Antecedents Consequences Environmental Variables Hypothesis of Behavioral Function
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Behavioral Intervention Plan (BIP)
Student’s Strengths Target Behavior
Skill Deficit Performance Deficit
Hypothesis of Behavioral Function Summary of Previous Interventions Replacement Behaviors
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Components of BIP (cont.) Behavioral Intervention Strategies and
Supports Motivators and/or Rewards
Interest survey Restrictive Disciplinary Measures Crisis Plan Data Collection Procedures and Methods Provisions for Coordination with
Caregivers
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Goals and Objectives/Benchmarks Reporting on goals Current Academic Achievement and
Functional Performance Goals and Objectives/Benchmarks
Goal Statement and Area Illinois Learning Standard Title(s) of Goal Implementers Short-Term Objective/Benchmark Evaluation Criteria and Procedures Schedule for Determining Progress Dates Reviewed/Extent of Progress
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Educational Accommodations and Supports
Transition
Consideration of Special Factors
Linguistic and Cultural Accommodations
Supplementary Aids, Accommodations, and Modifications
Supports for School Personnel
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Assessment
Classroom-Based Assessments
District-Wide Assessments
State Academic Assessments
State Assessment of Language Proficiency
Assessment Accommodations
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Educational Services and Placement Participation in General Education Classes
General Education with No Supplementary Aids General Education with Supplementary Aids Special Education and Related Services within
the General Education Classroom
Participation in Special Education Classes/Services Special Education Services—Outside General
Education Related Services—Outside General Education
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Educational Services and Placement
Educational Environment Considerations Placement Considerations Transportation Extended School Year Services
Services Location Amount/Frequency Initiation and Duration Goals Addressed
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Manifestation Determination Incident(s) that Resulted in
Disciplinary Action
Student’s IEP and Placement
Observation of Student
Information Provided by the Parents
Determination of Manifestation
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Report of Progress on Annual Goals
Option 1 Indicate the goal number and the written
goal. Mark the appropriate column to show the student’s progress at the time of the report.
Option 2 Indicate the goal number and the written
goal. Insert a chart that shows the student’s progress of his/her annual goal(s) as it relates to the standard benchmark and the progress of his/her peer group.