IEP DEVELOPMENT
Administrative Rubric
Presented by: Jamillah Silver & Denise
Simmons
Objective
Reduce anxiety, misrepresentation
and/or conflict at meetings by providing
a comprehensive understanding of the
IEP document.
 Generate consistency and efficiency
when developing a sound legal
document.
 Provide administrators with a concrete
tool to assist with IEP review and to
document staff proficiency.

IEP Procedure
Setting up meetings
Begin process at minimum 5 weeks from the
date that the IEP is due.
 Staff review the meeting scheduler to check
for LEA availability (may consult personally).
 Staff confer with other team members for a
feasible day to meet at least 1 week from
the IEP due date.

IEP Procedure
Setting up meetings

Staff set up meetings by going to the
“meetings” link and schedule the meeting.

Staff will go into invitation link and create
an invitation, linking it to the appointment
they have just set up.
IEP Procedure
Setting up meetings
(5 weeks from IEP due date) Staff must
finalize the invitation and send it out as the
first notice. Staff should also begin drafting
IEP.
 (3 weeks from IEP due date) Staff are to
create a new invitation, linked to the same
appointment, finalize and send as 2nd
notice.
 The IEP should be submitted to admin. For
review

IEP Procedure
Setting up meetings

(2 weeks from IEP due date) Staff are to
create a new invitation, linked to the same
appointment, finalize and send out as 3rd
notice. Administration should have
completed their review so that drafts may
be sent to the parent as well.

If changes are made to the meeting date,
staff are to create a new invitation
and that

.
would be considered the 2nd or 3rd notice
Meeting Timeline
5 WEEKS FORM THE IEP DUE DATE…………………….1st notice sent out
[Begin drafting IEP]
4 WEEKS FROM THE IEP DUE DATE……………………….2nd notice /reminder can
be sent out
3 WEEKS FROM THE IEP DUE DATE……………………….2nd notice/reminder may
be sent
out [ submit IEP for
review]
2 WEEKS FROM THE IEP DUE DATE………………………..3rd notice/reminder may
be sent
[IEP draft sent home]
1 WEEKS FROM THE IEP DUE DATE………………………. Hold Meeting and gain
signature
IEP due during this week……………………………………… New IEP start date –
October 2010
Sunday
26
Monday
27
Tuesday
28
Wednesday
29
Thursday
30
Friday
1
IEP Invitation
First Notice
Saturday
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
IEP Marked
“Ready For
Review” for LEA
24
25
26
27
28
29
30
IEP Meeting
31
1
2
3
4
5
IEP End Date
8
You receive an IEP 9/27/10 for review with
a copy of the invitation attached. The
invitation is dated for a meeting on
10/4/10. You look at the student
summary page in IEP plus and notice
the review by date is 10/6/10.
1. What could you deduce from these
facts?
2. What are your next action steps?
Types of IEP’s
 Annual Review IEP – must be developed for a




student at least once annually. Proposed within
364 days.
Transfer IEP – must be developed for a student
who enters the division within 30 calendar days of
that student’s registration.
Initial IEP – must be developed within 30 calendar
days of the student’s proposal of eligibility
Reevaluation IEP – must be developed within 30
calendar days of the proposal to change a
student’s special education category
Revised IEP – can be done as frequently as
necessary in order to make any changes to an
agreed upon IEP.
14
IEP Document
Cover page
All Demographics
should pull in from eSchool Plus.
(If missing or
incorrect information,
check e-school and
make changes there.)
 Exception, If the grade
or disability is not
showing on the cover
page, please contact
your compliance
specialist .

Note

Make demographic
changes through eschool because any
changes made through
IEP Plus will be
overridden by e-school
by midnight .

There is an error in the
dates of the placement
record of the last IEP.
Cover Page
Cover Page: Attendees and Excusal
Attendees and Excusal Letter:
After the meeting is over, return to the cover page and update
the attendees. List all attendees at the meeting, and if a staff
member was invited, but did not attend, select the
“Attended/Excusal Reason.” A copy of the signed excusal
form must be attached to the IEP document maintained in the
student’s confidential file.
17
IEP Procedure
Considerations Page

Free from grammatical
and spelling errors.

Strengths should
reflect what was
reported in the teacher
suggestion letters,
parent surveys and
student questionnaire.
Notes
Notes
Considerations Page

Parent Input :
 Summarize the parent’s
concerns
 Information can come
from various sources
including the suggestion
letter, or from discussions
with the case manager.
 Cite the source and date
the information was
received. If the student is
of transition age, it may be
appropriate to summarize
the student’s concerns in
this section as well.

Consideration of a parental
request does not require
acceptance or incorporation
of that request in the IEP.
 Kathleen S. Mehfoud & Reed
Smith LLP (2006)
Notes
Considerations Page
 Evaluations/Tests:

 Summarize the evaluation
information used to write the
IEP
 Possible sources (benchmark
assessment PALS, STAR
Reading, Access evaluations,
Progress data, etc.).
 Only include evaluation
information that pertains to
the student’s educational
needs (i.e. if the student does 
fine in math and was found
eligible as SLD because of
reading comprehension,
focus on reading
comprehension).
Team shall encourage
parent to share all
information and evaluations
for team consideration.
Ask parents for copies of
any evaluations to place in
student file. This
consideration does not
equate to a requirement.
○ Kathleen S. Mehfoud & Reed
Smith LLP (2006)
If results are not included
here, they should be
reported in the Present
Level of Performance.
Notes
Considerations Page
Questions 4-9

Discuss each factor. If the
team determines the factor
may require consideration
during IEP development,
check yes and briefly
summarize the team’s
discussion.


Every “Yes” response
requires a statement.
Every “Yes” response
should be reflected in goals
and services.
Notes
Considerations
Page
Question
10
If the student does not require
ESY services, check “N/A.”
 If ESY services may be
required, but the team wants
to visit it at a later date, check
“N/A” and indicate in the text
box that the team would like to
revisit the provision of ESY
services no later than (specify
a date).
 ESY services must be
discussed and finalized no
later than the end of February
preceding the summer ESY
session.


ESY services must be included
in the IEP only if the benefits
obtained during the school
year will be “significantly
jeopardized” if services are not
provided during the summer.
○ Kathleen S. Mehfoud & Reed
Smith LLP (2006)
○ (8 VAC 20-81)
○ (34 CFR 300.106)

“Likely regression is not
sufficient to establish a need
for ESY services because all
students may regress to some
degree during the extended
breaks.
○ Kathleen S. Mehfoud & Reed
Smith LLP (2006
Notes
Considerations Page
 A statement should be
Question 11 Short-Term
included to state the need
Objectives:
for extensive, direct

If the student is being
instruction and/or
considered for VAAP
consideration he/she will require
intervention in a curriculum
short term objectives and you
based on the Aligned
must check “yes”.
Standards of Learning
(ASOL).

Complete the VAAP participation
criteria worksheet. This will be
maintained outside of IEP Plus.

If the student qualifies for VAAP,
check Yes – use the ASOLs to
develop the goals and
objectives.
Notes
Considerations Page
Question 12 Secondary
Transition Status:
 If the student is or will be 14
or older during the annual IEP
cycle, secondary transition
MUST be addressed – check
“yes”.
 If the student will graduate
during the annual IEP cycle,
select “yes”.
Considerations
Page
Transition Present
Level Page



Notes
Elementary ,* 6th and *7th
 Oftentimes, decisions
grade teachers were trained
made at the primary
to bypass this page.
level impact the future
Suggest to have a discussion
of the student’s
about the child’s diploma
status at the elementary levels
education.
and record discussion in
Written Notice.
SOL and transcript
information are completed by
High school case managers.
*Unless the child is turning 14
Secondary
Transition PLOP
Transition
Services Page




Free of grammatical and
spelling errors
Reflect student’s interests
from questionnaire and
inventories.
All components complete
and include post secondary
dates.
8th grade case managers
should consult with a
transition specialist about
services for the next
recommended school year
Notes
Transition
Services Page
Transition
Course of Study Page
Free of grammatical and
spelling errors
 Reflect student’s interests
from questionnaire and
inventories
 Relates to the transition
services.

Notes
Transition- Courses of Study