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IEP Guidance Information
Note: Due to programming limitations, text fields are not expandable. However, because some items might require more information that is allowable in the corresponding text field, there are three pages located at the end of the form specifically set up for additional material. When utilizing these pages, users should note in the primary text field that additional information is included on page… Any information entered into the "additional info" fields should note the section and, if applicable, item number/letter that is being referenced.
Section 1: Child Information
This form has been updated. Please make sure you are using the most up to date version. The date is on the last page.
All sections must be completed. No changes may be made to this document.
SAU/School/Grade or CDS Placement
SAU, School/program information should be written here.
Date IEP Sent to Parent
Once the IEP is mailed, write in when it was sent to the parent and initial.
Effective Date of IEP
Each school shall implement the IEP as soon as possible following an IEP meeting but no later than 30 days. If the IEP will start within 7 days from the date of the Written Notice, parental permission is needed to start the IEP. This should be documented in the Written Notice. If the IEP cannot be implemented within 30 days, the team must reconvene.
School/Program
For CDS list the program type.
Parent Information
Must include parent names, addresses and telephone numbers.
Date of Annual IEP Review
At the most 364 days from the meeting.
Date of Re-evaluation
3 years from the date of the previous evaluations. If this is the initial evaluation use 3 years from the date of the meeting as the re-evaluation date.
Date(s) of Amended IEP
When a change has been made to the IEP prior to the annual review.
Section 2: Disability
Multiple Disabilities
This section must contain at least two concomitant (equal) disabilities from the eligibility categories listed.
Section 3: Considerations
A. Concerns of parents for enhancing the education of their child. MUSER IX.3.C.(1)(b)
Enter parents’ concerns in this section.
B. Results of the initial evaluation or most recent evaluation of the child. MUSER IX.3.C.(1)(c)
Address the results from the evaluations here.
Local, curriculum-based measures and standardized evaluations are examples of evaluation results that might be included in this section.
C. Strengths of the child. MUSER IX.3.C.(1)(a)
This section includes relative strengths and statistical strengths from the initial or most recent evaluations.
D. Needs of the child - academic, developmental, and functional. MUSER IX.3.C.(1)(d)
Based on the results from the evaluation(s). Academic refers to how the child is doing in content area curriculum. Developmental refers to cognitive, social, emotional and behavioral development as well as communication skills compared to same age/grade peers.
Functional refers to a description of the child’s performance in the classroom/activities in relationship with academic and developmental needs.
These must correlate with sections 4 and 5. If there is a need, there must be a present level of academic and functional performance and a goal.
Section 4: Present Levels of Academic and Functional Performance
A statement of present levels of academic achievement and functional performance.
Specific information around where the child is currently, based on the needs in Section 3D: for each area of academic, developmental, and functional need. The statement is the starting point from which to build the goal(s) in Section 5. If a need is stated in Section 3D, there must be a statement of present level of academic achievement and/or functional performance here in Section 4, as well as an annual goal in Section 5.
Section 5: Annual Goal(s)
Goals should meet the child’s need(s) that result from the child’s disability to enable the child to be involved in the general education curriculum. For children age 3-5, goals should be aligned to Early Learning Guidelines, and for those children age 5-20, they should be aligned with the MDOE Chapter 131 Regulations: The Maine Federal, State and Local Accountability Standards.
Goals should relate to data presented in Section 4.
(Section 4 (present level) is where the child is now; Section 5 (goal) is where the child will be in one year).
Progress
This should be completed based on the description provided below using the progress codes and timelines determined by the SAU.
For Pre-School Only:
1 Extension of FAPE in CDS
Includes goal(s) for the extra year a child spends in CDS due to birth date between 7/1 and 10/15.
2. Program Visitation
Includes goal(s) if the team determines visits to the kindergarten program/school building are requisite to successful transition.
3. Transition Preparation/Adjustments
Includes goal(s) related to pre-academic skills for transitioning, functional skills for transitioning, school transportation, etc., if needed.
4. Skill Assessment
Includes goal(s) for child’s participation in assessments, if needed.
Section 6: Short-Term Objectives
For children taking the alternate assessment (PAAP) to alternate achievement standards, goals and objectives should be aligned with the Alternate Grade Level Expectations (AGLEs). Objectives are only needed for those areas that are assessed through PAAP. Refer to the PAAP blueprint.
Short-Term Objectives are required for children taking the alternate assessment (PAAP) to alternate achievement standards, but a SAU may decide to include them for other children. If a SAU decides this, the SAU should notify the SAU staff and families affected.
Section 7: Special Education and Related Services
Location
Be reasonably specific, such as: specific general education setting, specific special education setting, related services room, etc.
Specially Designed Instruction
It might be helpful (but is not required) to identify the content area(s) that is/are being provided.
Frequency
Time per day, week, month, and year. Total time should not exceed the length of the school day and should be reflected in Section 9.
Section 8: Supplementary Aids, Services, Modifications and/or Supports
Supplementary aids, services, modifications, and/or supports for SAU personnel.
This would include, but is not limited to, such things as: positive behavior support plans, structured study halls, educational technician support, picture schedule, token system, as well as other aids, services, modifications, and/or supports. Please see notes for Section 7.
Frequency
Frequency may include"As needed" for consideration of assignment, conditions, rigor, etc.
Please see Section 7 for frequency.
Section 9: Least Restrictive Environment
For children ages 3-5, IEP services should be delivered in an inclusive setting to the maximum extent possible. Services should only be delivered outside of general early childhood settings when the IEP Team determines that a FAPE cannot be achieved even with the use of supplementary aids and services (MUSER X.2.B.).
What percentage of time is this child with non-disabled children?
Please go to Appendix A "Program Settings" (PDF).
An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and in extracurricular and other nonacademic activities: MUSER IX.3.A.(1)(e)
This must include an explanation of why the child cannot participate with non-disabled children.
"The time a student with disabilities spends during lunch, recess and study periods should be counted as time spent inside the regular classroom, unless the student has been removed from the environment with students without disabilities in order to receive services related to the student’s disability. If a student is segregated from students without disabilities during lunch, recess or study period, the time spent during that activity should not be included in the numerator of the calculation of percentage of time in the regular classroom." (This guidance information from OSEP can be found at: https://www.ideadata.org/docs/6-21EdEnvironsPtBQA.pdf.)
Section 10: State- and District-Wide Assessments
A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and district wide assessments. MUSER IX.3.A.(1)(f)(i)
Accommodations for state wide assessment must come from the approved list of accommodations for the assessment.
For high school children wanting college reportable SAT scores, you must make a plan for applying for SSD accommodations from the College Board. This should be done during the first IEP meeting of high school. Once approved for SSD accommodations, information regarding approval should be added to this section. For others, you should use Maine Purposes Only (MPO).
Approved Accommodations can be found at the following websites:
For additional information, please contact Accommodations Coordinator at 624-6650.
If the IEP Team determines that the child shall take an alternate assessment on a particular State or district-wide assessment of child achievement, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child. MUSER IX.3.A.(1)(f)(ii)(I)&(II)
The team should be referencing the Guidelines for Participation in Maine's Alternate Assessmentfound at: http://www.maine.gov/education/lsalt/paap/materialstools/index.htm
For additional information or assistance, please contact the Alternate Assessment Coordinator at 624-6774.
Section 11a-e: Secondary Transition
11a. If the purpose of the meeting will be the consideration of the post-secondary goals for the child and/or the transition services needed to assist the child in reaching those goals and the child does not attend, document the steps taken to ensure that the child’s preferences and interests are considered. MUSER VI.2.C.(3)(d)
Either state "N/A" if the child was present or state how his/her ideas were collected, such as who met with him/her when, etc.
11b-c. Beginning in the 9th grade year, or younger if determined appropriate by the IEP Team, appropriate measurable postsecondary goals based upon age appropriate transition assessments. . . . MUSER IX.3.A.(1)(h)(i)
Effective [insert date] MUSER was amended to clarify that transition planning begins when the student is in 9th grade, or younger if determined appropriate by IEP Team.
11b. Child’s Post Secondary Goals
Each section below must be written in this format: "The child will... etc". Must address goals for after high school.
11c. Age Appropriate Transition Assessments Completed
Only include assessments that have been given, not those planned to be given.
Assessments might include, but are not limited to: interest inventories, checklists, achievement testing, psychological testing, classroom assessments, interviews, etc.
11d. Courses of Study
This section must include the courses that the child will take; needed for the current school year through the year of exit. Course of study must delineate the level of instruction including special education courses and modified instruction to allow for clear understanding of the skill level and course work as they relate to post-secondary school options (e.g., 2- or 4-year institution, trades program, etc.).
11e.
Transition Services needed to assist the child in reaching his/her post-secondary goals.
Needs and Activities
These boxes must not be left blank. If "N/A" is used, it must appear in all three columns.
Position/Title Responsible
If outside providers our agencies do not follow through with transition services, the IEP team must reconvene.
Targeted Completion Date
Completion targets may extend beyond the one year timeline of the IEP.
Related Services
Related services has to do with determining if the related service needs will continue beyond school, helping to identify who or what agency might provide those services, helping to identify how the student and parent can access those services and then connecting the student and parent to whomever will provide those services before the student leaves the school system.
Instruction
Instruction can be formal or informal imparting of knowledge or skills. Can include broad curricular areas of need or activities that are necessary to prepare for college, continuing education, further skill training, adult living, etc.
Community Experience
Community Experience activities are generally provided outside the school building to prepare student for community life, leisure, shopping, banking, government, transportation, or other opportunities.
Employment
Employment activities listed in this area focus on development of work-related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment.
Post- School adult living objectives
Post-school adut living objectives focus on adult living skills that are done occasionally such as: voting, filing taxes, accessing medical services, obtaining and filing for insurance, renting or buying a home.
If appropriate the acquisition of daily living skills
Daily living skills are those activities that adults do most every day. These can include such things as preparing meals, budgeting, maintaining a residence, paying bills, raising a family, caring for clothing and/or personal grooming.
If appropriate the provision of a functional vocational evaluation
The provision of a functional vocational evaluation is an assessment process that provides information about job and career interests, aptitudes and skills. Can include: observations, informal or formal measures and should be practical.
Section 12: Age of Majority
Beginning not later than one year before the child reaches the age of majority under state law (18), include a statement that the child has been informed of the child’s rights that will transfer to the child on reaching the age of majority. MUSER IX.3.A.(i)(iii)
The age of majority in Maine is 18 years of age. The child must be informed of his/her rights on or before his/her 17th birthday.
Date child was informed of the transfer of rights
Once the child is informed of the transfer of rights, the date this happens is entered in this area. Again, do not leave blank, write ‘Not Applicable’ if child has not reached age of majority.
8/1/11
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