South Carolina Public Charter School District
IEP Meeting Summary
Sample Initial IEP Meeting
Student’s Name:
DOB:
Date of Meeting:
Section A - MEETING ATTENDANCE:
The following members of the IEP/Staffing team attended the meeting:
All 4 positions MUST be in attendance unless the parent has not responded to 2 different invitations with at least 3
days’ notice OR you have written parent consent to excuse the member whose area will be discussed (which
requires written input to the team by the member prior to parent giving consent) or you have parent agreement in
writing to excuse the team member whose area will NOT be discussed.
LEA Representative
Regular Education Teacher
Special Education Teacher
Parent
Section B -- MEETING SUMMARY: (Clearly and legibly provide a summary of the meeting)
Introductions were made by Ms. Davis, the LEA. The purpose of the meeting is to develop an initial IEP that will
provide access to the general curriculum for John based on his individual educational needs. This is a result of the
determination by the evaluation team that John is eligible under the category of specific learning disability and
needs special education services in order to access and progress in the general curriculum. Ms. Smith signed
consent for the initial provision of services on 9/1/2012. The team reviewed John’s present levels of academic
achievement and functional performance. The team also discussed how John’s disability impacts his ability to
master grade-level concepts. The accommodations needed in the general education environment were discussed.
Based on John’s present levels of performance, annual goals were developed to address each of John’s weaknesses.
In developing the IEP, the team took into consideration the results of the recent evaluation, current standardized
assessment results, and parent and teacher input. John’s annual goals target improvement in reading fluency,
reading comprehension, and written expression. The team also determined how often progress toward annual goals
would be monitored and reported to parents. The setting in which John will receive these services was based on the
services, accommodations, and modifications John needs. This is the least restrictive environment for John. A
copy of the IEP and minutes/PWN were provided to Ms. Smith.
Section C - ACTIONS TAKEN: (Summary from Meeting minutes) As a result of this IEP/Staffing meeting, we
have made the following determinations: (check all that apply)
SCPCSD IEP Meeting Summary & PWN page 2
__ We have reviewed existing information and determined that additional data are needed to determine
eligibility for special education and related services and have developed an Evaluation Plan.
__ We have determined the student is eligible or ineligible for special education and related services.
(Requires Evaluation/Reevaluation Report & Documentation of Eligibility)
 We have completed a Reevaluation Review Plan. (Requires a Revaluation Review Plan)
 We have proposed a change in disability. (Requires Evaluation Results Summary & Eligibility
Determination)
X We have conducted an Initial IEP/Annual Review and have developed a new IEP in EXCENT. (Requires
Medicaid Release)
 We find the current IEP to be appropriate and have made no changes.
 We have revised the current IEP in the following areas and all changes have been made in EXCENT.
(Requires a PWN)
Section 1 – Cover Page/Transition
Section IV – Goals/Objectives
Section VI - Testing
Section 2 – Present Levels
Section V – Services
Section VIII -Special Factors
Section 3 – Accommodations/Modifications/Supplementary Services
Section IX – LRE
 Other:
Section D - PRIOR WRITTEN NOTICE
1. As a result of the IEP/Staffing meeting, the IEP/Staffing Team proposes or refuses (circle one) to:
to develop an IEP for the initial provision of these services.
2. Explanation of why the school district/agency proposes or refuses to take this action:
The team had previously determined that John was eligible to receive special education services and Ms. Smith
provided consent for the initial provision of special education services.
3. Description of each evaluation procedure, assessment, record, or report the school district used in deciding
to propose or refuse the action:
The team reviewed information from records, current classroom performance, previous state and district
assessment, input from parents and teachers, and additional information gathered through the evaluation
process in the areas of John’s birth, developmental and educational history, health, vision, hearing, English
language proficiency, speech-language communication, cognitive processing, academic achievement, adaptive
behavior, social-emotional, and motor skills. John’s educational needs were considered in the development of
his IEP.
4. Description of any other choices that the IEP team considered and the reasons why those choices were
rejected:
The team considered accommodations in the general education setting alone, but determined that John needed
specialized instruction in addition to accommodations in order to access and progress in the general curriculum.
5. Description of any other reasons why the school district proposed or refused (circle one) the action:
The team determined these services were needed so that John could receive a FAPE.
If parent attended, provide a copy of this form and copy of the IEP to the parents.
If parent did not attend, send parent a copy of this form and IEP to the parents.
Students with disabilities and their parents have protection under the procedural safeguards of IDEA. A copy of
these procedural safeguards and, if needed, assistance in understanding the provisions of the procedural safeguards
may be obtained, by contacting the student's special educator, building administrator, SC Public Charter School
District’s Office of Special Education at 803-734-8067, the SC Department of Education, Office of Exceptional
Children, Ombudsman at 803-734-2833, or PRO-Parents 652 Bush River Rd # 203, Columbia, SC 29210-7573
(803) 772-5688.