EDSS 541 RR30

The best practices for conducting an IEP Meeting:

1. Develop a common understanding of the student's strengths, interest and needs
2. Share information and observation of the student's behavior and learning in a variety of settings.
3. Understand academic and non-academic priorities for the individual student.
4. Plan measurable long term goals and benchmarks of short term objectives specific to the educational benefit of the individual student.
5. Develop a multi-factored evaluation including formal test results, current levels of academic and nonacademic functioning (social, emotional, and behavioral), written observations from teachers and test administrators and anecdotal records of parent perspectivies.
6. A statement of measurable goals and benchmarks of short term objectives related to meeting the student's academic and nonacademic needs that results from the student's disabilities.
7. Statement of program modification or support for school personnel that will be provided.
8. Explanation to which the student will not participate with non disabled students in regular classroom, extracurricular activities, and other nonacademic activities of the general curriculum.
9. Statement of individual modifications in the administration of state or district wide assessments of student achievement so that the student can participate on these assessments or explain on why the student cannot participate in any state or district-wide assessment or any part of that assessment.
10. A statement that indicates the anticipated frequency, location, and duration of any services and when program modifications will begin.