The Enrich IEP Step-by-Step
1. Click ADD IEP tab- >choose IEP type- >Next
2. Create New Meeting.
3. Check to ensure Enrollment is correct.
4. Dates- Amendment dates do not change (SEE AMENDMENT Procedure)
- IEP dates should run 364 days unless it is an Amendment/Addendum
- IEP Initiation Date-the date the services listed on this IEP are to begin
- IEP Ending Date- the date the IEP will expire; should be 364 days from the
start date.
5. Complete Special Factors section (see FBA/BIP Procedure if needed)
6. Present Levels (PLAAFP):
-Complete Strengths (academic, social, emotional, functional)- Be
Objective.
-Complete Weaknesses (academic, social, emotional, functional)- Be
Objective.
-Teacher should be able to read this information and have a very good
understanding of the student (The Stranger Test).
-All data presented must be current (within one calendar year). The
narrative should also be written in parent-friendly language.
- PARENT/STUDENT Input- complete this AT THE MEETING.
7. Academic and Functional Achievement- you MUST have multiple up-to-date
areas of Academic and/or Functional Assessment (MAP, PASS, easyCBM, current
grades, discipline records, checklists, etc).
8. Goals- address the proposed goals for the coming year. There should only be goals
for “qualified” areas. A goal for reading comprehension cannot be written if a student
does not have documentation of a deficit in that area. One of the before-mentioned
assessments could be the identifier. Make sure it is documented before a goal in that
area is written.
Goals should be SMART:
S = Specific
M = Measurable
A = Action words
R = Realistic
T = Time-limited
*If you are NOT progress monitoring in ENRICH, uncheck Progress Monitoring box
under each goal.
9. Accommodations/Modifications-Choose the appropriate
Accommodations/Modifications. Make sure these are absolutely needed for the student
to be successful. These may be changed at any time to allow the student increased
independence toward IEP removal or to assist them in a different area of need.
Remember-Accommodations are changes in how a student accesses information and
demonstrates learning. Accommodations do not substantially change the instructional
level, content, or performance criteria. The changes are made in order to provide a
student with equal access to learning and an equal opportunity to show what he or she
knows and can do.
-Modifications are changes in what a student is expected to learn. The changes are
made to provide a student with opportunities to participate meaningfully and
productively along with other students in classroom and school learning experiences.
Modifications include changes in the following areas:



Instructional level,
Content/curriculum, and
Performance criteria.
10. Services- Choose the appropriate service and provider. Remember that Indirect
Services have to be documented (see form, Documentation of Indirect Services).
Service dates should match IEP dates above, unless Amending (see Amendment
Procedure).
- Class times vary- use the appropriate time.
- Check >Exclude Summer Months< if appropriate.
- Check >Transportation* box< if appropriate and complete pop up box.
- Complete Specific Directions box.
* Transportation is a Related Service. DO NOT use minutes (i.e. 30 min. twice daily).
Instead, list it as “one or two times daily.”
11. District Assessments- Type in District Assessments ( i.e.-MAP) and ADD
accommodations:
- Complete >Will not Participate< box if appropriate.
12. State Assessments- choose appropriate tests, Add only accommodations used in
daily, ongoing instruction the classroom (if they are allowable assessment
accommodations):
- Complete the Alternative Assessments choices.
13. LRE- Choose setting and delivery of instruction:
- Complete specific directions box with additional information.
- Choose >Participation”< choices and >schedule to be determined< (if
applicable).
- Complete >Removal Justification< if student is NOT with his General
Education peers the entire day and explain reason why he/she is not.
14. Placement Date/Options- Add/subtract any minutes that may not show on the IEP
(Percentage should be figured for you). Now choose the appropriate >Placement
Option.<
15. Complete ESY section.
16. Complete PWN (at Meeting)- PWN should be very detailed and discuss every
decision discussed, added, or removed from the IEP. N/A or None should not be used
on the PWN. Please complete all sections. Click and insert Contact Information for
Parents in the final box.
17. Complete the >Student Participation< check box.
18. After the TEAM has agreed that the IEP is complete, click Validate.
19. If IEP is cleared and no mistakes are found, choose Finalize.
20. All team members should sign the IEP Signature Page and Notes.
21. Team members who were unable to attend (OT, PT, Speech, counselor, etc.) may
sign later as “reviewed by.” If the parent does not participate in the meeting, he/she
does not sign the document. Write “Parent Did Not Attend” on the parent signature
line. Do not send the IEP home for a signature or get them to sign the next time
they come to the school.
Send Enrich Follow-up-Letter if parent did NOT attend the meeting.
22. Give parent Procedural Safeguards Notice or have them sign the Optional
Electronic Safeguards Notice. Keep the original and give them a copy so they may
access the electronic version.
28. Pages to SpEd SecretaryCover page,
Parent Invite (Signed),
Signature Page (Signed),
Annual Medicaid Form (every year),
IEP Meeting Notes
*Send any pages with SIGNATURES to the District Office.