Frequent Citations and Performance Requirements
Student: _______________________________________
Rev 5/6/11
MARSS # ___________________________
Area 1: IEP/IIIP/IFSP Documentation Process and Implementation
Citation
Requirements
Development,
Timelines: Annual IEP Review
review, and
IEP/IFSP Standards: Review and Revision of an IEP for Students in Public School
revision of IEP
 Address any lack of expected progress
(34 CRF §
 Address results of any re-evaluation
300.324)
 Include information provided by the parents
Prior notice by
public agency;
content of
notice (34 CRF §
300.503)
Definition of
individualized
education
program
(34 CFR §
300.320)
CIMP
Notification: Notice of Evaluation and Contents of Prior Written Notice for IEP/IIIP
 Use PWN on I-Plan
 Address all areas
 See training materials
IEP/IFSP Standards:
 Least Restrictive Environment (LRE)
Includes a generic statement of intent regarding what the student will miss in the
mainstream to receive sped (e.g. non-core academic classes, reading, electives,
specials, science)
 Present Levels of Academic Achievement & Functional Performance (PLAAFP)
 How disability affects involvement /progress in the gen ed curriculum
 Baseline performance
 Parent input
 Expected proficiency on standards
 Secondary Transition
Describes instructional services and interagency links needed to address transition
from secondary services to:
° post secondary education/training
° employment
° community participation
° recreation/leisure
° home living
 Short & Long Term Goals & Objectives
° Address each need
° Objectives can be achieved in a year
° Designed to measure progress in the general education curriculum (MN Standards)
 Accommodations
°Address “supplementary aids & services” (including AT & PSA)
presentation
response
setting
timing / scheduling
°Address modifications, if any
 Parent permission must precede the anticipated start date.
Progress Reporting
 Frequency and Method documented on the IEP and followed
 Report includes all objectives
 Measured as stated in the objective
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Frequent Citations and Performance Requirements
Rev 5/6/11
Area 2: Eligibility / Exit / Entrance / Evaluation Documentation
Citation
Requirements
Conduct before Timelines: Evaluation Timelines (for children 3 and over) – 30 days
evaluation
NOTE: Adding assessment tools / procedures does not extend the
(Minn. R.
evaluation due date.
3525.2550)
Reevaluations
(34 CFR §
300.303)
Evaluations and
reevaluations
(Minn. R.
3525.2710)
Determination
of eligibility
(34 CFR §
300.306)
Timelines: Frequency of Reevaluation – every 3 years or as conditions
warrant.
Evaluation Standards: Evaluation Report Summary
Comprehensive Evaluation Summary includes: all elements of the evaluation.
IEP/IFSP Standards:
Evaluation Summary Reports address all areas of eligibility, using either the eligibility checklists
or a narrative summary.
Area 3: Educational Outcomes
Citation
Requirements
Free
Longitudinal File Review
appropriate
 Internal Consistency
public
° Issues identified in the ESR are reflected in the IEP
education (34
° Significant concerns identified in the PLAAFP are reflected in needs
CFR § 300.17)
° Identified needs are addressed in goals / objectives

Conferred Benefit
° IEP goals / objectives are not the same from year to year
° IEP goals / objectives are modified as a result of progress review
and / or annual IEP review
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Area 4: Transition Documentation Process and Implementation
Citation
Requirements
Transfer of
Timelines: Transfer of Rights
parental rights
Before the student is 17, parents and students are notified of the rights and responsibilities
at age of
which transfer to the student at age 18.
majority
(34 CFR §
300.520)
Transition and
behavioral
intervention
planning
(Minn. R.
3525.2900)
Timelines: Secondary Transition Evaluations
° Two transition assessments are systematically administered to
students in grades 7-12 as part of their reevaluation
° Transition assessments address all 5 areas of transition
Comments:
File Reviewed By: _____________________________
Date:
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