Chapter 4
IEP, IFSP, and IIIP Program Planning Process
The purpose of the IEP, IFSP, and IIIP is to provide a written record of the
decisions made at a team meeting where parent(s) and school personnel jointly
collaborate about an educational program for a student with a disability.
This documentation will refer to the IEP, but includes all 3 plans unless otherwise
noted.

Individual Education Program (IEP): This plan is for students who
qualify for and receive special education services from the public school
district.

Individual Family Service Plan (IFSP): This plan is written for families
whose children are Birth to 3 years old

Interagency Individual Intervention Plan (IIIP): This plan is offered
when a student is receiving services from another public agency in
addition to the public schools (i.e., county services, Head Start, Child
protection, parole office).
Developing the Education Plan
The IEP team must consider the strengths of the child, concerns of the
parent, recent evaluation results and educational needs, and the role of the
regular education teacher when determining special education services,
appropriate positive behavioral interventions, and program modifications.
Types of IEP’s

Initial: After eligibility has been determined and the student is in need of
special education services, the first IEP developed is considered to be the
initial IEP.

Annual: After initial placement has been made, the annual IEP is the plan
that is developed each year that the student receives special education
services.
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
Interim IEP: In 622, when the team is determining appropriateness of the
placement or resolving questions regarding the content of the IEP, an
interim IEP may be written for a period of no more than 60 calendar days.
Timelines
IEPs: An Initial IEP must be developed within 30 calendar days from the
date of the initial evaluation report that determined that the child is eligible and in
need of special education and related services. For initial placements, an IEP
must be written with in 30 calendar days from the date documented on the
evaluation report. Written parent consent must be obtained prior to initiation of
services.
For annual IEP meetings, the parent must have 14 calendar days to
consider the proposed IEP prior to the expiration of the previous plan. The
current IEP expires one year from the date of the team meeting. Therefore, you
should count back 14 calendar days from the expiration date and make sure the
proposed plan is sent on or before that day. For example, if an IEP is due
11/30/08 you would need to send the document home for the parent to sign by
11/16/08. You will want to give yourself enough time to have a meeting and write
the document prior to sending this out.
IFSPs: An IFSP team meeting to develop and initial IFSP must be held
within 45 calendar days from the date of referral. An annual review of the IFSP
must occur prior to the twelve-month expiration of the current IFSP. An interim
IFSP may be written before the completion of the evaluation in those instances
when early intervention service is needed immediately. Parental consent must be
obtained. The plan must include the name of the service coordinator and the
services to be provided. The evaluation must still be completed within 45
calendar days unless exceptional circumstances are documented.
IEP Team
An IEP team is a group of individuals knowledgeable about the child who
come together to make school programming decisions based on evaluation data.
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The following individuals are considered members of an IEP team for a child with
a disability:
IEP Manager: The IEP manager is a licensed special education teacher
or related service provider who is a member of the pupil’s IEP team. As IEP
manager, he/she coordinates the delivery of the special education instruction and
related services, serve as the primary contact for the parent, and schedules team
meetings. District 622 requires IEP managers to assure compliance with
procedural requirements, communication and coordination among home, school,
other agencies and regular and special education staff, and facilitate placement.
Parents: The IEP Team shall include one or both parent/guardians. A
meeting may be conducted without the parents in attendance if the school district
is unable to convince the parents that they should attend. Records of attempts to
arrange a mutually agreed on time and place should be evident in the due
process record. Keep detailed phone logs, copies of correspondence, and noted
visits made to the parent’s home or place of employment.
The Definition of Parent includes:

a legal guardian;

a natural, adoptive, or foster parent of a child (unless a foster parent is
prohibited by State law from serving as a parent);

a guardian (but not the State if the child is a ward of the State);

an individual acting in the place of a natural or adoptive parent (including a
grandparent, stepparent, or other relative) with whom a child lives;

or an individual who is legally responsible for a child’s welfare, or

Surrogate(as appointed through district processes): See Chapter 7 for
more information.
Student (when appropriate): If appropriate, the student should attend
the IEP meeting. During grade 9, the student must be invited to attend the IEP
meeting but is not required to attend.
Special Education Teacher: Either the IEP manager or the special
education teacher should be knowledgeable of the child’s disability.
General Education Teacher: At least one general education teacher of
the child should participate.
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Representative of the School District: A representative should be
qualified to provide and/or supervise specially designed instruction to meet the
needs of the child. They must be knowledgeable about the general education
curriculum, and knowledgeable about district resources.
Other Individuals at the Parents or Districts Discretion: Other
individuals who have knowledge or special expertise regarding the child (ex.
Cultural liaison, advocate, etc.) may participate in the IEP meeting at the
discretion of the parent or district.
Administrative Designee
In the event that the principal is unable to attend, an administrator will
designate a licensed special education staff member who is not currently a
service provider to act in this capacity. Any special education staff member can
serve as a designee as long as the staff member does not provide special
education services to the child.
If questions arise in a situation regarding the commitment of district
resources that cannot be answered, an additional meeting may be scheduled to
address these concerns.
Notice of Team Member Participation at an IEP Meeting
The purpose of this form is to invite and inform parents of an IEP meeting
proposed by the school district. This notice also provides parents with the names
and titles of persons expected to attend the meeting.
An IEP team member is not required to attend a meeting if the parents
and the district agree in writing that the members attendance is not necessary
because either the members area of the IEP is not being discussed in the
meeting or prior to the meeting, the member submits written input regarding the
development of the IEP to the parents.
In this situation, a written agreement will be presented to the parent
providing a written explanation of nonattendance by team member. This
document is signed by the parent and maintained in the students due process
file.
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The district must document that parents were invited to and informed of a
team meeting. Check the appropriate box or boxes to indicate the purpose of the
meeting. Document attempts to plan meetings in writing or in Campus contact
log.
It is recommended that if parent does not respond after 2 reasonable
attempts to schedule meeting, the IEP meeting may proceed. Attach a copy of
the Notice of Procedural Safeguards annually, and initial and date the note at
the bottom of the Notice of Team meeting form.
Special Situations when Determining Team Membership
For a pupil who is provided instruction by a multidisciplinary team, the IEP
team will consult with a staff member licensed in the pupil’s disability to work with
the IEP team whenever the IEP is developed, reviewed, or revised. This
individual’s name must appear on the notice of team meeting and IEP team
membership, but does not necessarily need to attend the meeting.
The IEP team shall include a person knowledgeable concerning racial,
cultural, or disabling differences of the pupil, if appropriate.
When the student has a non-resident agreement in 622, the team must
invite a member from the resident district to attend the meeting. A copy of all
paperwork (ex. IEPs, ERs, etc.) must be sent to the resident district.
To appropriately assess and plan for a student’s secondary transition
services, additional team members may include vocational education staff
members or other community agency representatives.
Coordination of Interagency Services: The team may request the resident
county to provide a representative to assist the IEP team when determining
existing health, mental health, or other support services administered by the
county.
Adopting an IEP
From Another State: Immediately, the building administrator (or a
designee) shall immediately undertake efforts to obtain the complete educational
records from the previous district. A team must meet to develop an evaluation
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plan, evaluate the student and determine whether the student meets initial
Minnesota eligibility criteria. This new evaluation is considered an initial
evaluation, and teams must apply initial criteria. Special education services must
be provided through an interim IEP during the evaluation period.
Formal testing may not be required if the evaluation data provided by the
previous school district meets professional testing standards. Teams must review
and document existing data and address Minnesota initial eligibility criteria in the
evaluation report.
From Another Minnesota School District: Immediately, the building
administrator (or a designee) shall immediately undertake efforts to obtain the
complete educational records from the previous district. A team must meet to
review the evaluation report and eligibility. If the team agrees with the current
determination, a team meeting is held to adopt the existing IEP or develop a new
one.
If the team determines a new evaluation is necessary, an evaluation plan
is developed to evaluate the student and determine whether the student meets
Minnesota eligibility criteria. This new evaluation is considered a reevaluation.
Special education services must be provided through an interim IEP during the
evaluation period.
From Minneapolis SNAP: A team must meet to review the evaluation
report and eligibility. If the team agrees with the current determination, a team
meeting is held to adopt the existing IEP or develop a new one.
If the team determines a new evaluation is necessary, an evaluation plan
is developed to evaluate the student and determine whether the student meets
Minnesota eligibility criteria. This new evaluation is considered a reevaluation.
Special education services must be provided through an interim IEP during the
evaluation period.
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IEP Components
Initial and Annual IEP Dates to be Recorded
IEP Meeting Date: Date of IEP meeting (ex. 2/13/06)
IEP Start Date: Date of projected start of IEP (2/20/06)
IEP End Date: One year minus a day after projected start date (2/19/06)
Evaluation Date: Date of most recent comprehensive evaluation
Interim IEP
The IEP End Date would be 60 calendar days or less from the date the
IEP was implemented.
IEP Demographic Information

Student and Parent Information: Review this information for accuracy
and request changes through your building secretary.

IEP Manager: Verify this information is accurate. Changes can be made
under the Team tab in Campus.

Primary/Secondary Disability: Verify this information is accurate
according to the evaluation report. Changes can be made under
Enrollment Status in Campus. For example: Primary Disability is Specific
Learning Disability, Secondary Disability is Speech/Language Impaired.

Federal Settings: Verify this information is accurate. Changes can be
made under Enrollment Status in Campus.

Special Education Status: Verify this information is accurate. Changes
can be made under Enrollment Status in Campus.
Progress Reporting
The frequency and method of reporting progress must be addressed in
this section of the IEP. State how often the parent(s) will be informed of the
child’s progress. Progress must be reported to parents at least as often as
progress of the child’s peers without disabilities is reported. The frequency of
reporting is based on the district progress reporting schedule and could vary from
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district to district, building to building, and/or level to level (e.g., high school,
middle school, elementary) within a district.
Describe the method(s) to be used to report progress to parents. IDEA
2004 regulations indicate that written reports are sufficient, although in some
instances, a meeting with parents (which does not have to be an IEP team
meeting) might be more effective. In addition to written reports, face-to-face
conferences and phone calls might also be used. If written reports are used as a
method of reporting, these reports must be filed with the student’s special
education record.
Example: 1st Semester: Written Progress Report, 2nd Semester: IEP
Meeting, and 3rd Semester: Written Progress Report
Present Levels of Academic Achievement & Functional Performance
(PLAAFP) and Educational Needs
The PLAAFP explains how the student’s disability affects his/her
involvement and progress in the general education setting. For preschool
children, include how the disability affects participation in appropriate activities. In
District 622, the student need will be identified in the PLAAFP section of the IEP.
There must be a direct relationship between the PLAAFP, educational need and
the goal.
PLAAFP statements should be in language understandable to the parent.
It should be written in objective, measurable terms with enough information to
provide a clear picture of the child. These statements should include specific
skills and behaviors learned.
Continue writing about the specific skills or behaviors that the student
needs to learn based on classroom performance, informal measures, or
observations. Lastly, complete the statement by writing a student needs
statement about the specific skills or behaviors that will be addressed.
PLAAFP statements should not include the services being provided,
instructional settings, or materials or instructional methods. When an initial or reevaluation has been completed during the time when an annual IEP meeting is
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being conducted, the evaluation report may be substituted in place of the
PLAAFP statements.
Goals and Objectives
The IEP must include a statement of measurable goals including
benchmarks or short-term objectives related to meeting the needs of the child.
When writing annual goal(s), the goal must contain three components:

direction of change

skill/behavior to be changed

expected annual ending level of performance
Each goal must have a minimum of two objectives or benchmarks that are
steps that lead toward the obtainment of the goal. When writing objectives or
benchmarks, the following components must be included:

conditions for evaluation

skills to be performed

criteria for evaluation

evaluation procedures
Adaptations in General Education and Special Education
Supplemental aids and services are defined as aids, services, and other
supports that are provided in general education classes or other education
related settings to enable children with disabilities to be educated. Describe the
specific adaptations that will be made available to the student or school
personnel to enable the student to advance toward attaining his/her annual goals
and to be involved in and progress in the general curriculum.
When documenting the need for adult assistance, provide a statement of
how the paraprofessional will support the student’s program in relation to the
student’s needs and or the identified goals and objectives. When a
paraprofessional is assigned to an individual student, clearly describe the duties
and responsibilities in this IEP section. Describe the activities, supports or
procedures the student will need from the assigned paraprofessional. Also
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include a statement of what skills will be developed and what efforts will be made
to decrease the use of a paraprofessional.
Special Education Transportation: Students will need special
transportation if 1) they live outside the attendance area of the school where their
program is located. Normally, these students could ride the regular bus, but must
have transportation because it is the only way to transport the student to their
program, or 2) their disability and educational needs require specialized
transportation to accommodate for.
If the special transportation is because of reason one listed above, state
that the student requires special education transportation to access the special
program in district.

Example statement: Joey will need special transportation to access his/her
special education program, since he lives outside the attendance area
where his special education program is located.
If the special transportation is because of reason two, state that the
student requires special education transportation because of their disability.

Example statement: Jose will need special transportation to accommodate
needs derived from his disability. He will need a lift bus and curb to curb
pick up and drop off.
Please note that special handling needs and health concerns should be
completed verified by the case manager. It’s important to note if the student
needs a bus aide (approval by coordinator), needs a lift bus, or if the student
wears a harness.
Special Factors
Special factors that may also be addressed in the adaptation section of
the IEP:

Visual Impairment: For students who are legally blind and for whom
Braille is recommended, indicate how Braille will be integrated into other
classroom activities. For all students who are legally blind, indicate how
information about Braille will be given to all IEP team members, including
parents.
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
English is a Second Language: For students who are not English
proficient (LEP) and for whom English is a Second Language (ESL) and/or
bilingual services (interpreters, etc.) are provided, identify those services
and how they are coordinated with special education services. LEP
students with disabilities are also entitled to receive English as a Second
Language or Bilingual Education services as provided under MS 126.262.
Information regarding the types of ESL or Bilingual Education services and
how those services will be coordinated with special education and related
services should be stated this section.

Assistive Technology: If a student is in need of any assistive technology
to help with written work or to allow the student to communicate, etc., state
that information and how the device(s) will be used in the school and/or
home.

Deaf/Hard of Hearing: Consider the communication needs of a student
who is deaf or hard of hearing and indicate if an interpreter is required or if
there are any other methods being used to supplement the student’s
communication efforts.

Behavior Intervention Plans: For a child whose behavior(s) impedes his
or her learning or that of others, the IEP team shall consider strategies,
positive behavioral interventions, and supports that address the behavior.
Consideration of a behavior intervention plan should be developed if a
Functional Behavioral Assessment has been conducted. Behavior
intervention procedures must focus on skill acquisition rather than
behavior reduction or elimination.
Assistive Technology
Assistive technology devices are any item, piece of equipment, or product
system (software) used to increase, maintain, or improve the functional
capabilities of a student with disabilities.
The term “assistive technology” encompasses a broad range of assistive
devices from “low tech” to “high-tech” learning tools.

Low-tech examples: pencil grips, highlighters, paper stabilizers.
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
High-tech examples: computers, voice synthesizers, Braille
readers.
The decision whether a student with disabilities requires an assistive
technology service and/or device in order to benefit from her or his education
program is an Individualized Education Program (IEP) team decision. In making
this decision the IEP team must consider the individual student’s assistive
technology needs in relation to his or her education program.
In accordance with the IDEA, the school district must ensure that assistive
technology devices or assistive technology services are made available to a child
with a disability if required as a part of the child’s special education or related
services in order to receive a free appropriate public education (FAPE). The
determination as to what is an appropriate program for each student must be
identified in the IEP. There must be a relationship between the educational needs
of the student and the assistive technology device and/or service. Assistive
technology services and devices must be provided for the student, in accord with
the IEP, at no cost to the parent.
The school district is responsible for ensuring that the assistive technology
device(s) identified in the student’s IEP is in working order and if it is lost or
stolen that the device is replaced. If the device is broken, the district must provide
repair or replacement, as appropriate.
Documenting the Need for Assistive Technology
The school district is required to evaluate a student in all areas of
suspected disability including, if appropriate, evaluating the student’s need for
assistive technology.
Obtaining an Assistive Technology Device
Once it has been determined to obtain an assistive technology device for
a student, it is not possible to set a specific time period. However, once an
assistive technology device is determined necessary for the student’s
instructional program, the district must implement procedures necessary for
obtaining the device without unnecessary delay. When a delay is anticipated
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(e.g., equipment is on backorder from the company) it is best practice for the
school to inform the parent and to implement procedures to ensure that the
student has access to the instructional program. It may be possible for the district
to rent, borrow or lease an appropriate device in the interim.
Special Education & Related Services
Record the type of service, frequency and duration of service, location of
service, and the amount of time for direct or indirect service. Also record any
interagency services provided. Note the projected start date and duration of
service.

Type of Service: Indicate what type of services the child is receiving (SLD,
speech-language, etc.)

Anticipated Frequency and Total Minutes per Session: Frequency and
duration of time the child receives special education services.

Location of Services: Indicate where services will be provided by checking
regular or special education. When services are provided in both general
education and special education settings, they should be reflected as 2
separate entries on the service grid of the IEP.

Direct Service: Direct Services mean special education services provided
by a teacher or related-services professional when the services are
related to instruction, including cooperative teaching.

Indirect Service: Indirect services means special education services such
as cooperative planning, consultation, demonstration teaching,
modification and adaptation of the environment, curriculum, materials or
equipment, and direct contact with the pupil to monitor and observe.
Discontinuing a Related Service
Related services can be discontinued at an IEP team meeting
without conducting a reevaluation of the child as long as the child will
continue to receive special education services related to his/her primary
disability. Staff should provide a written summary of the progress on the
goals/objectives that are being serviced by the related service provider. This
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data should be discussed at an IEP team meeting with the parent. The
updated summary should be placed in the current PLAAFP.
Least Restrictive Environment
The IEP must include an explanation of the extent to which the child will
not participate with non-disabled peers in the regular class or other activities. In
other words, identify what core subject areas the child is missing when receiving
special education services.
Extended School Year
When determining extended school year services, the following criteria
must be addressed:

Does the student experience significant regression in the absence of an
educational program, and

does the time required to relearn the skills be excessive, or

do the effects of the breaks in programming prevent the student from
attaining the state of self-sufficiency that the student would otherwise
reasonably be expected to reach?
ESY is required only when there is documented significant regression and
evidence of excessive time to relearn skills or prevents reasonable state of self
sufficiency. To determine whether a student qualifies for ESY services, IEP
teams should utilize the ESY documentation worksheet provided on the district’s
website. This worksheet should be placed in the student’s due process folder.
ESY is not to maximize potential; ESY is only used to counter nonrecoupable regression; ESY is used only if the student would be in significant
jeopardy come the regular school year; ESY is the exception, not the rule; ESY is
not to “benefit”, and ESY is provided only to maintain skills.
The district will offer a center-based option for Extended School Year.
The students will attend a district site for a set number of hours and days
determined each year by the administrative team.
Other options to meet the ESY standards could include but are not limited
to; work packets sent home to focus on a specific skill for the family to utilize
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during the identified breaks in service, access to computer programs that work on
critical skills; consultation time from any special education team member to give
the parents a list of activities that will support critical skills. If teams are
considering an alternative way to maintain students’ critical skills, they must
contact their special education coordinator to discuss options.
Altered School Day
This refers to altering the length of time that a student is at school as
compared to other students in the same grade level. An altered school day is
sometimes used for students with medical or mental health needs. Altered
School Day is a team decision based on the students needs, it is not to be used
as a means to discipline the child. Any days altered due to disciplinary reasons
apply to suspension as outlined under the Pupil’s Fair Dismissal Act.
District/Statewide Assessments
This testing is required for district and statewide accountability. Different
tests are administered in different years. Consult your building principal or the
District Evaluation Coordinator for the testing.
Exemptions: Currently, there are no “exemptions.” If the team feels a
student is incapable of taking a given test, even with accommodations, provide
an explanation regarding this decision and what alternative assessment process
will be used instead. The completion of the student’s IEP goals and objectives
will then serve as the criteria for awarding a high school diploma.
a. Minnesota Comprehensive Assessment (MCA): Complete this section
for MCA’s administered during the student’s annual IEP year. In some
instances, teams may be addressing MCA testing given in two different
grade levels. Students must take this test without modifications but may
have accommodations. Describe any accommodations that may be used.
b. District Initiated Assessments: This includes the Measures of Academic
Progress (MAP), indicate whether or not accommodations are necessary
for this student and specify the accommodations. In our district there is no
alternate assessment for the MAP.
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If necessary, provide state accommodations, as appropriate, to assist the
student in taking each of the assessments. Additional information about
accommodations is available in a handout entitled "Basic Standards Testing
Guidelines for Accommodations, and Exemptions for Students with IEP's or 504
Plans" available from the Minnesota Department of Education, Division of Special
Education Policy.
Alternate Assessments
Students with significant cognitive disabilities who are not able to take a
test as designed, even with one or more accommodations, or in the case of the
BST. Student’s IEP team determines that there are no accommodations that
would enable the student to obtain a meaningful score on the test. Then and only
then should an Alternate Assessment be considered and the IEP must reflect
this.
There is no limit on the number of students who can take an alternate
assessment; however, there is a 1% district cap for AYP purposes on the MCA. If
a student is being administered an alternate assessment, contact your building
test coordinator for testing forms and instructions. Because alternate
assessments are used to calculate a districts adequate yearly progress (AYP)
under No Child Left Behind (NCLB), not reporting alternate assessment results
could lead to potential consequences for schools.
For district wide assessments (NWEA), a student is exempt from the
district and MCA assessments, they only need to complete the MTAS once in the
year (for both tests).
Secondary Transition
Secondary Transition Service Needs: During the student’s grade nine
IEP, identify transition levels and needs in the PLAAFP section of the IEP. A
statement of transition needs should relate directly to the student’s post school
plans and show how planned studies are linked to post-school outcomes. The
student’s performance in any of the five secondary transition areas may also be
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described in PLAAPF section of the IEP during the students 9th grade year and
annually thereafter.
Secondary Transition Goals and Activities: Based on the secondary
transition need statements in the PLAAFP, document the measurable post
secondary goals. IEP teams do not need to have a goals in every area.
•
Education and Training
•
Employment, and
•
Independent Living
Align supported activities & agencies with measurable goals.
Identify Courses of Study in the graduation plan that promote the
movement toward the student’s post-school goals. Courses of study may include
advanced placement courses, PSEO, career and technical courses, work-based
learning, or family and consumer sciences. Identify instructional services and
related services to support community participation, employment, post-secondary
education/vocational training, independent living and recreation and leisure.
Identify interagency responsibilities and any needed linkages to post school
goals.
Transfer of Rights at Age Majority: Prior to the student’s 17th birthday,
the student must be informed of the rights that will transfer to him/her upon
reaching the age of majority (18), unless a legal guardian or conservator has
been appointed. Indicate the date this occurred, if appropriate.
Prior Written Notice
The purpose of this form is to provide required written notice to the
parents of a child with a disability a reasonable time before the district proposes
or refuses to initiate or change the identification, evaluation, or educational
placement of the child or the provision of FAPE to the child. The district must
serve the notice on the parent within a reasonable time and in no case less than
14 calendar days before the proposed effective date of change or evaluation. If
the notice only includes a refusal of a request, it must be served on the parent
within 14 calendar days of the date the request was made.
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Notice Requirement & Procedural Safeguards
A copy of the procedural safeguards must be given to the parent upon
referral for evaluation, upon notification of an IEP meeting, upon re-evaluation,
and when there is a request for due process hearing.
Reinstatement of Special Education Services
Pupils who are discontinued from all special education services may be
reinstated within 12 months if the student demonstrates a need for special
education services, data on the student’s present levels of educational
performance are available and an evaluation had been conducted within the past
three years. The district is not required to document the two pre-referral
interventions or conduct a new evaluation.
Graduation/Aging Out
Upon completion of secondary school or the equivalent, a pupil with a
disability who satisfactorily attains the objectives on his/her IEP must be granted
a high school diploma that is identical to the standard diploma issued to all
students. This does not require an evaluation, but a team meeting should be held
to update progress. IEP teams must complete an Exit Report and send parents
the Prior Written Notice stating that all special education services are being
terminated. The Data Input form must also be completed and sent to special
services.
Exit Reports
Exit summary reports are completed when a student is exited from special
education services due to graduation or aging out. The report must provide a
summary of the student’s academic attainment status and include any
recommendations about future anticipated service needs.
Student Data Input Form
If an IEP has changed for a student and rewritten, case managers must
submit a Student Data Input form to special education services department. See
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Chapter 15 of this Due Process Manual for description of when to use this form,
directions for completing the form and a copy of the student data input form.
Accessibility & Accountability of IEP’s
Accessibility: All school staff who work with the student must have
accessibility to the student’s IEP as it relates to accommodation, modifications,
and supports that must be in place to support the IEP program. All parents must
be given a copy of an IEP at no cost.
Accountability: Provision of Services: The district must provide special
education and related services to a child with a disability as noted on the child’s
IEP and must make good faith efforts to assist the child to achieve the goals
listed on the IEP.
Individual Interagency Intervention Plan (IIIP)
The IIIP documents participation of more than one public agency in
providing services for a student. This is applicable to those any student birth
through 21 years of age eligible for special education and receiving services from
one other public agency and their families. They may include services from:
• Maternal and Health Program
• Individuals With Disabilities Education Act (IDEA)
• Medical Assistance
• Developmental Disabilities Assistance and Bill of Rights Act
• Head Start Act
• Rehabilitation Services
• Juvenile Court Act
• Children’s Mental Health Collaboratives
• Family Service Collaboratives
• Family Community Support Plan
• Minnesota Care Program
• Local Public Health Act
• Community Social Service Act
• Community Interagency Transition Committees (CTIC)
4-19
10/1/09