CASE CONFERENCE SUMMARY GUIDE
1. Explain educational placement and reason for conference. Enter reason for conference in the Conference Notes.
 Notice of Procedural Safeguards (Parent Rights) must be shared and explained. Document in the Conference Notes
that the explanation happened.
 Be sure that the Purpose of the meeting is correct for the current case conference.
 Required participants are Public Agency Rep, TOR, Instructional Strategist, and Gen Ed Teacher. Prior written
consent from parents must be received in order to be excused for all or part of the case conference.
2. EXISTING DATA – update to determine eligibility each year and discussed at ACR. Be sure information is current and
remove any old information. If previous information is still pertinent, then date the old information and the new
information to differentiate them.
 Strengths should be written in observable instructional terms.
 Solicit input from each committee member including student and parent. Can address the vision that the parent has
for the student along with their concerns.
 After reviewing existing data, determine whether reevaluation is needed.
3. ELIGIBILITY INFORMATION – review information to be sure it is still current and accurate.
 If student no longer meets eligibility under article 7, answer “No” to eligibility statement and create a final Notice of
Ineligibility. Case conference is finished.
4. SPECIAL CONSIDERATIONS AND BEHAVIORAL CONCERNS
 If a student’s behavior negatively affects the student’s learning or the learning of others, the IEP team shall consider
strategies including positive behavior interventions and supports to address that behavior.
 Functional Behavior Assessment and Behavior Intervention Plan should be completed.
 IEP teams must develop proactive strategies that teach appropriate behavior, not simply reduce inappropriate
behavior. Be sure to list specific replacement behaviors that will be taught to student.
5. TRANSITION - A transition IEP must be in place by the student’s 14th birthday therefore be sure to pay
attention to the student’s age and complete the transition section if the student is age 13.
 Enter the name of each age appropriate transition assessment given along with the completion date. The
transition assessment must be updated annually.
 Discuss the findings of the transition assessments, the indication of need for further transition assessment
and any curricular connections that support the development of transition skills. Summarize these
discussion points. Be sure to address the Independent Living Skills assessment along with Employment
and Education/Training since this will support the statement that the student does not need a post-secondary
Independent Living Skills goal.
6. STATE ASSESSMENTS AND OTHER PARTICIPATION
 Make sure anticipate date of exit from high school is correct. Select Graduation option.
 Select appropriate assessment and accommodations if necessary.
Remember that accommodations need to relate to the student’s existing data and present levels. Also discuss the
impact that using the accommodations may have for the student down the road and how in the future to back off the
accommodations to allow the student to become more independent. The accommodations should change as the
student’s needs change. To be allowable on state assessments, the accommodations must be used on a regular basis.
Data should be collected to verify that this is occurring. If not, the accommodations should not be used on state
assessments.
 If student is participating in alternate assessment, include information in support of each criterion for participation in
alternate assessment. Do not use statements such as “student is in life skills” or “this would be best for the student”.
7.
GOALS – must be measurable and are driven by the information gathered in the existing data.
 Present Level of Academic Achievement and Performance – to be related to instructional terms and measurable.
 Need - what skills do the student need to work on.
 Goal Statement – must be measurable, have a direction (increase, decrease, improve) from the present levels to where
the student should be in one year.
 If Transition IEP, indicate which post-secondary goal that the annual goal support.
 Align the goal to the standards.
 Choose how progress will be monitored.
 Objectives or Benchmarks are only required if student is in the Life Skills program.
8. PROVISIONS
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Transition Services –there must be a transition service to support each post-secondary goal.
Special Education Services -
Frequency is the number of sessions per day, week, month, reporting period, or year.
Length (Time per session) is the amount of time for each session listed in the frequency.
Transition IEP - there must be a special education service to support each post-secondary goal.
Replacement Behaviors – If student has a behavior plan, services must be provided to teach the student the
replacement behavior.
Related Services – necessary to meet the IEP goals. These services should reduce as students get older as
they are working towards more independence. A discussion should be held when related services are put
into place how and then they will begin to decrease.
Additional Accommodations - List only accommodations specifically required due to a student’s disability.
Transportation - If transportation is required then the following four things must be in the IEP:
1. On the Provisions page, answer the question “Are the student’s transit time and transportation needs the
same as that of non-disabled peers” with “No”.
2. Then complete the “Describe and justify these needs” information.
3. Add transportation to the Related Services.
4. Complete the RCS Transportation Form – remember that principal must sign to approve the
transportation. Transportation form should be submitted to the transportation department and a copy
attached to the IEP.
Accessible Materials – answer appropriately.
Assistive Technology – Does the student require assistive technology or services as it relates to the IEP goals?
Extended School Year – If ESY is required, complete the RCS Extended School Year Enrollment Form and RCS
Extended School Year Transportation Form. Copies of the ESY forms are to be submitted to Special Services.
Aids/Supports – List any support that needs to be provided for any personnel working with student. Support might
include training, consultation with teacher of record, materials, or equipment.
Progress Report Timeline – Progress monitoring should be at minimum every 12 weeks or follow progress
monitoring reports all students receive.
Rationale – answer appropriately.
9. LRE PLACEMENT
 Course of Study – must be completed for transition IEPs.
 Education Setting –Determine Least Restrictive Environment based upon time served in general education setting.
1. Describe the LRE setting.
2. Potential Harmful Effects - In selecting the Least Restrictive Environment, consideration is given to any potential
harmful effect on the student or quality of services needed. Examples of harmful effects could be missing
instruction, not same exposure to content as peers, less social interaction with peers, social/emotional stigma, etc.
3. Reasons for Placement Determination – discuss other options to placement and why these options were rejected.
 General Considerations – answer appropriately. List specific educational benefit for reduced day. It should be well
documented that the student cannot tolerate a full day program. This option might be appropriate and a short-term
solution when a student is undergoing medicine changes or has other health reasons for not being able to tolerate a
full day program. Document the date when progress will be reviewed.
 Program Information – answer appropriately.
10. SUMMARY OF PERFORMANCE – to be completed for seniors exiting high school.
11. REVIEW CONFERENCE NOTES – remove old information that is no longer current. If the information is still
pertinent, be sure to date the old information and the new information so that it is clear what was added at the new
conference.
12. CREATE IEP
 Answer question regarding FAPE – answer will be NO unless student attends a non-public school.
 Select meeting attendees.
 Create a Draft IEP. Review this before creating a Final IEP to catch any errors.