Reviewing School:___________________________________ File Reviewed:_________________________________________
Background Information and Dates
Key Questions:
Resources
a. Is access log signed for
current year?

See FAQ 4
b. Is file organized in
appropriate manner?

See FAQ 8b
c. Is the first meeting date
within one year of the
meeting date from the
previous year?
d. Was the IEP sent out
within 10 working days of
the IEP meeting?
e. Is IEP Sign in sheet in the
file


f.
Team Feedback
Circle answer: yes
Comments:
no
See FAQ 3e
See FAQ 5
Circle answer: yes
Comments:
no

See FAQ 3e
Circle answer: yes
Comments:
no

See FAQ 4
Circle answer: yes
Comments:
no

See FAQ 4
Circle answer: yes
Comments:
no
g. Were all required
members at meeting? If
not, was excusal process
followed?


See FAQ 3b
See FAQ 3c
h. Was the Team Meeting
Notice updated with
meeting attendance?

See DPRS tutorial
“Setting_up_meeting_notices”
Circle answer: yes
Comments:
no
Circle answer: yes
Comments:
no
Is Agenda in file?
If this is done the IEP will show
the meeting attendance.
i. Does Parent Information
reflect strengths and
concerns that are
pertinent to school
setting.
Reviewing School:___________________________________ File Reviewed:_________________________________________
Standards Based IEP: Develop the Present Level of Academic Achievement and Functional Performance
Key Questions:
Resources
Team Feedback
a. What are the student’s
strengths?
(Description of Child)
*Remember that strengths
should be instructionally
relevant, and present in the
PLAAFP.
b. Using measureable data,
what are the student’s
prioritized needs related to the
disability? (Description of
Child)
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Cognitive
Academic
Behavioral
Communication
Language
Physical
Functional
Etc
*Did you remember to write a
descriptive paragraph that outlines
the student, their disability and how
it generally impacts their
education. (if they are OHD- tell
me what health condition they
have)?
*Did you remember to do a review
of progress from the last IEP?
*Describe in detail their current
level of functioning in all areas of
need- include test data, what do the
numbers mean?
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Conferences
Anecdotal teacher information
Student reports
ESR
Strand data from MCA and MAP
Trend data from MCA and MAP

See PLAAFP Tip Sheet

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Past IEP goals, progress
Strand data from MCA and MAP
Trend data from MCA and MAP
ESR if current
DRA
AVMR
Informal assessment measures
o Running record
o Reading inventories
o Math fluency assessments
o Classroom observations
Curriculum based measures
(CBMs), if available
Discipline data
Common assessment progress



Rubric Score:
Student Strengths:
Comments:
Rubric Score:
Student’s Prioritized Needs:
Comments:
Reviewing School:___________________________________ File Reviewed:_________________________________________
Key Questions:
Resources
Team Feedback
c. What do all students need to
know and do in the prioritized
areas of need? (Age
Appropriate Progress)

Rubric Score:
Classroom Functioning:
*How does the student function in


MN State Standards (highlighted
version from this training)
Grade level expectations/ UBD docs
Course learner outcomes/ UBD
docs
A-H Curriculum website
General education teachers and
administrators
Classroom observations
Information from current classroom
teachers on skill performance
IEP team discussion based on data
outlined above
If there are numerous needs, IEP
team may prioritize
Rubric Score:
Needs Statements:
a mainstream classroom?:
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Materials
Following directions
Tests
Daily assignments
Homework
Social interactions

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Gap Analysis:
Connecting to MN Standards:
Comments:
*How does this student’s data
compare with proficiency levels on
assessments?
*Did you describe the gap (in areas
of need) between this student and
their mainstream peers?
*Did you connect MN standards to
any reading and/or math needs
(also connecting to language and
writing needs is best practice)
d. What does the child need to
learn to achieve grade level
expectations? (Description of
Child)

*Do all needs outlined in the
PLAAFP become either a goal or
accommodation or modification?

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
See Goals Tip Sheet
See FAQ 3f
See Accommodation Tip Sheet
Comments:
Reviewing School:___________________________________ File Reviewed:_________________________________________
Key Questions:
Resources
Team Feedback
e. Do goals reflect the needs?




Goals reflect need:
yes
no
Goals have “form-to”:
yes
no
Can goal be reasonably met
within a year?
Goals can be accomplished in a year: yes
no
Are goals different from
previous year?
Objectives flow from needs:
no
Do goals have a “from” or “to”
component?
See Goals Tip Sheet
See FAQ 3f
See Objectives Tip Sheet
See FAQ 3g
yes
Do objectives flow from goals?
Objectives have all components:
Do objectives contain the
behavior/skill, conditions,
measurement for attainment?
Accommodations
Key Questions:
What accommodations and
modification will the student
need to be successful?
*Do the accommodations and
modifications flow directly from the
PLAAFP?
yes
no
yes
no
Comments:
Resources
Team Feedback

Rubric Score:
Accommodations/ Modifications:


IEP Team discussion based on data
outlined above (see b.)
See Internal Consistency Tip Sheet
See Accommodations Tip Sheet


Self-sufficiency and rubrics
See Accommodations Tip Sheet
Para roles/responsibilities:
Comments:
*Are they detailed, specifying when
and where they should be
implemented (does not say “may”
or “as needed”)?
Do accommodations reflect
roles/responsibilities of para
(if applicable)?
Comments:
NA
Reviewing School:___________________________________ File Reviewed:_________________________________________
Key Questions:
Do accommodations reflect
appropriate third party
billing information?
Resources
Team Feedback


Third Party Billing:
If behavior is a concern,
does IEP reflect positive
behavioral strategies?
The strategies can be reflected in an
attached Behavior Intervention Plan or
within the IEP accommodations or
goals/objectives.
FAQ 4
Third Party training handouts
NA
Positive Behavior Strategies:
NA
yes
no
Comments:
ESY Services addressed:
If student is eligible, does
IEP define ESY services?
Do services match LRE
statement?
no
Comments:
Miscellaneous IEP information
Key Questions:
Resources
Team Feedback
ESY Eligibility addressed:
Is ESY determination
 FAQ 4
 See ESY directions on SPED Website
addressed?
Services
Do services reflect direct
and indirect on separate
lines?
yes
yes
NA
no
yes
no
Comments:



See Services Tip Sheet
See LRE Tip Sheet
See FAQ 3h
Direct/Indirect Services:
NA
Services match LRE:
yes
Comments:
yes
no
no
Reviewing School:___________________________________ File Reviewed:_________________________________________
Key Questions:
LRE
Does LRE describes the
extent of non-participation
with non-handicapped
peers?
Resources
Team Feedback

LRE describes extent of non-participation: NA
See LRE Tip Sheet
LRE describes why: NA
yes
yes
no
no
LRE describes what student will miss: NA
yes
no
Comments:
Does LRE reflect why the
student is not participating
full time with nonhandicapped peers?
Does LRE address what the
student is missing when not
with non-handicapped
peers?
Assessment area completed:
Are appropriate sections of
the assessment area
completed?
For students in 9th grade or
older, transition section is
completed?
Post secondary outcomes
have been identified in
education and employment?
If needed, post secondary
outcomes have been
identified in home living?
yes
no
Comments:
Tricia- could you put together a TIP
sheet on this?
Transition Components Completed:
Post Secondary Outcomes Completed:
Transition Components Completed:
Comments:
NA
NA
NA
yes
yes
yes
no
no
no
Reviewing School:___________________________________ File Reviewed:_________________________________________
Key Questions:
Has anticipated courses of
study been completed for
the current year and one
year beyond?
Have transition services
been identified?
Does IEP exhibit internal
consistency?
Resources
Team Feedback
Anticipated Courses of Study:
Transition Services:
NA
NA
yes
yes
no
no
Comments:

Internal Consistency/Conferred
Benefit Tip Sheet
Para roles/responsibilities:
NA
yes
no
NA
yes
no
Comments:
Is there evidence of
conferred benefit over past
two IEPs?

Internal Consistency/Conferred
Benefit Tip Sheet
Para roles/responsibilities:
Comments:
Reviewing School:___________________________________ File Reviewed:_________________________________________
Prior Written Notice
Key Questions:
Does Prior Written Notice
describe the action (See
attached is not
appropriate)?
Resources
Team Feedback


PWN describes proposal:
See PWN Tip Sheet
See FAQ 20
Does PWN explain why the
district is making a
proposal?
yes
no
PWN explain why the district is making proposal:
yes
no
PWN describes proposal:
yes
no
If a prior evaluation is
referenced is the date
indicated?
PWN has a date for any evaluation report that was
referenced:
NA
yes
no
Does PWN describe any
options that the team
discussed but did not
include in the proposal? It is
not appropriate to indicate
that there were no other
options discussed.
PWN describes any other option:
Progress Reports
Key Questions:
Resources
Is there two progress
 FAQ 4
reviews and an IEP from the
previous year?
Does progress report include
data?
yes
no
Comments:
Team Feedback
Frequency of Progress Reviews:
yes
no
Progress Reviews reflect data:
yes
no
Comments: