Enrich Directions (short version) for conducting an Annual Review
1. Programs tab – Add IEP
a. Choose the correct IEP
b. Next
2. Create a new meeting
a. Date & Time
b. Location
c. Participants
3. Notice of Meeting
a. Has student reached age of majority (and educational rights have not
been legally assigned to another);
b. Outside Agencies – if you check yes, this generates the consent to invite
which must be signed by parent/student before inviting outside agency
rep
4. Meeting Notice Details
a. Invite all with single
b. Date Notice Sent
c. Are there additional items to be discussed must be Yes
i. ESY must be marked for all ARs; Transition for age-appropriate
ii. Add other options as appropriate
d. Will there be any enclosures? Yes and check Notice of Procedural
Safeguards
e. Send replies to
5. Record of Parent Contact – remember to send the Notice via 2 different methods
and not twice the same way
a. Date
b. Method of Contact
c. Details
d. Parent Response
e. Student Invitation
6. Save
a. Record of Parent Contact can be logged back into when you send the 2nd
meeting notice
b. To get back to this point, after you’ve closed and saved, just click Edit
Draft on the Programs tab
7. Enrollment
a. IEP Grade(s) – enter the grade(s) this IEP will span
8. Dates
a. Start Date is the date of initiation
i. Remember, the IEP must be initiated within “a reasonable time”
from when it was developed (within about 7 days unless spring
break or summer break occurs within these 7 days)
b. End Date must be at least one day less than the Start Date
c. Next Review Date must be one day less than the meeting date
d. Don’t touch the other dates
9. Consideration of Special Factors – must answer all
10. Present Levels – these are narrative descriptions
a. Academic and functional strengths – within the student’s disability, what
are his relative strengths; if his disability impacts reading, what can he do
in this area
b. Academic and functional needs – within his disability, what are his
weaknesses
c. How does the disability affect involvement and progress in the general
curriculum? This is an explanation of how the disability affects access
and progress NOT a simple statement that it does
d. Leave Parent/student input blank
11. Findings – these are numbers; if you listed academic or functional needs, you
must address it in the Findings
12. Post-School Considerations
a. Assessment Information
b. Student’s Interests and Preferences
c. Post-Secondary Goals – remember these have to be realistic
i. Education/Training – must have for all
ii. Career Employment – must have for all
iii. Independent Living – when appropriate
iv. SC Career Cluster – your school does not have to offer all of the
clusters; you have to match student’s interests, preferences, and
assessment results to a cluster your school offers; for middle
school students, you can leave this blank
v. Course of Study
vi. Skip Recommended courses to support post-secondary transition
vii. High School Projected Outcome – at this point, the only options
are State HS Diploma or State Certificate; there is no District
Credential or GED option in our District
viii. Month/Year of anticipated grad/exit
d. Transition services – most will be instruction; if you choose others such
as Community Experiences, you must describe what these are and clearly
have goals related to this
e. Age of Majority
13. Goals
a. Progress Report Frequency – we suggest you use quarterly with 9 weeks;
however, whatever you choose, MUST be given at that frequency
b. Goals – Area of Need
i. For a transition-aged student, ALL goals will be transition; some
may also be instructional/sp ed or related service
ii. Goals must be measureable
iii. Objectives are required for all goals for students taking SC-Alt
(NCSC) assessment; others may use objectives if you choose; if
using objectives, make sure the criteria for mastery do not conflict
with the criteria for mastery of the AGs
iv. You MUST progress monitor for all goals; see resources on the
BookShelf for assistance with this (New Coordinators #2 - July 31,
2014 Foundations of the IEP, Back to School 8/13/2014, and
Progress Monitoring –SDE)
14. Accommodations and Modifications – you will either have accommodations and
modifications or you will check No for each
a. Describe any accommodations and modifications very clearly and
specifically – circumstances under which they apply, how often, how
much, …
15. Services
a. Type (sp ed, related service, supplementary)
b. Area (math, reading, organization/study skills, …)
c. Service provider
d. Direct/Indirect
e. Setting (inside gen ed/outside gen ed)
f. Location of service
g. Amount
i. Number
ii. Unit of measure (times, minutes, hours)
iii. Rate (daily, weekly, quarterly, …)
h. Add Services as needed
i. Excludes Summer Months (typically check this; if not, this indicates
you’re providing these services through the summer)
j. Is transportation being provided as a related service – check your charter
to see what it says about transportation; if you provide it for gen ed, you
have to provide it for sp ed
k. Describe any directions for sp ed services
16. Assessment Participation
a. District Assessments – if your school has chosen to administer the Aspire
Science this spring, add this here (there really is no other place to put it,
but it isn’t really a “district” assessment since our District has no districtrequired assessments; leave this blank unless addressing the Aspire
Science)
b. State Assessments – choose those that are age-appropriate
i. Parent has been informed of all… - choose either Yes (if SC-Alt) or
NA, but one must be selected
ii. Will child participate in alt … - choose either Yes or No
iii. Will there be field test assessments? If choose Yes, must list
assessment and address how child will participate
17. LRE
a. Setting – should be School of Residence
b. Delivery of Instruction and Services – this is how core content instruction
will be delivered so for most “itinerant” and “resource” students, you
would check either co-teaching or specialized instruction that
supplements; for most “self-contained” students, you would probably
check specially designed instruction in core academic areas
i. Specific directions relating to student’s placement – if the
student’s services will change from one year to another or one
semester to another, describe that here
c. Participation with SWOD – check all areas in which the student will be
removed from instruction with his nondisabled peers both academic and
nonacademic
i. Removal justification – why is the student not participating/not
receiving instruction with his nondisabled peers
d. Placement Options
i. Totals instruction time per week should be your school’s total
minutes of time per week (may differ from school to school)
ii. Time outside gen ed will autopop
iii. Placement options –choose carefully the percentage that reflects
your time for instruction
18. ESY – go ahead and make an ESY determination at all ARs; do not delay the
decision
a. For any criterion you choose Yes, you must provide information; all must
be answered
b. Check all the team used to make the ESY determination
c. ESY Determination – go ahead and make the determination at the AR; do
not delay or choose TBD
d. If you choose Yes for ESY, you will need to describe the services
19. PWN
a. Date is date of the IEP meeting
b. Remember to describe what the team actually decided to do or refused to
do; this should be a record of what will or will not happen (actions)
c. Enclosures? Yes – Notice of Procedural Safeguards; remember this is the
time (at AR) when the District has determined you must give Procedural
Safeguards to the parent; and copy of IEP
20. Student Participation
Save, Validate, Finalize
Remember to sign the IEP