School District Name:

School District Address:

School District Contact Person/Phone #:

Individualized Education Program

	IEP Dates: from		to
Student Name:		DOB:		ID#:	Grade/Level:

Parent and/or Student Concerns
What concern(s) does the parent and/or student want to see addressed in this IEP to enhance the student's education?

Student Strengths and Key Evaluation Results Summary
What are the student’s educational strengths, interest areas, significant personal attributes and personal accomplishments?
What is the student’s type of disability(ies), general education performance
including MCAS/district test results, achievement towards goals and lack of expected progress, if any?

Vision Statement: What is the vision for this student?

Consider the next 1 to 5 year period when developing this statement. Beginning no later than age 14,
the statement should be based on the student’s preferences and interest,
and should include desired outcomes in adult living, post-secondary and working environments.

IEP 1

Individualized Education Program	IEP Dates: from			to
Student Name:		DOB:	ID#:

Present Levels of Educational Performance A: General Curriculum
	Check all that apply.
			General curriculum area(s) affected by this student’s disability(ies):
		English Language Arts	Consider the language, composition, literature (including reading) and media strands.
		History and Social Sciences	Consider the history, geography, economic and civics and government strands.
		Science and Technology	Consider the inquiry, domains of science, technology and science, technology and human affairs strand.
		Mathematics	Consider the number sense, patterns, relations and functions, geometry and measurement and statistics and probability strands.
		Other Curriculum Areas	Specify:

How does the disability(ies) affect progress in the curriculum area(s)?

What type(s) of accommodation, if any, is necessary for the student to make effective progress?

What type(s) of specially designed instruction, if any, is necessary for the student to make effective progress?

Check the necessary instructional modification(s) and describe how such modification(s) will be made.

Content:

Methodology/Delivery of Instruction:

Performance Criteria:

Use multiple copies of this form as needed.

IEP 2

Individualized Education Program	IEP Dates: from			to
Student Name:		DOB:	ID#:

Present Levels of Educational Performance B: Other Educational Needs
	Check all that apply.	General Considerations
	Adapted physical education	Assistive tech devices/services	Behavior
	Braille needs (blind/visually impaired)	Communication (all students)	Communication (deaf/hard of hearing students)
	Extra curriculum activities	Language needs (LEP students)	Nonacademic activities
	Social/emotional needs	Travel training	Vocational education
	Other
	Age-Specific Considerations
	For children ages 3 to 5 — participation in appropriate activities
	For children ages 14^+ (or younger if appropriate) — student’s course of study
	For children ages 16 (or younger if appropriate) to 22 — transition to post-school activities including community experiences, employment objectives, other post school adult living and, if appropriate, daily living skills

How does the disability(ies) affect progress in the indicated area(s) of other educational needs?

What type(s) of accommodation, if any, is necessary for the student to make effective progress?

What type(s) of specially designed instruction, if any, is necessary for the student to make effective progress?

Check the necessary instructional modification(s) and describe how such modification(s) will be made.

Content:

Methodology/Delivery of Instruction:

Performance Criteria:

Use multiple copies of this form as needed.

IEP 3

Individualized Education Program	IEP Dates: from			to
Student Name:		DOB:	ID#:

Current Performance Levels/Measurable Annual Goals
Goal #	Specific Goal Focus:
Current Performance Level: What can the student currently do?
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period? How will we know that the student has reached this goal?
Benchmark/Objectives: What will the student need to do to complete this goal?
Goal #	Specific Goal Focus:
Current Performance Level: What can the student currently do?
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period? How will we know that the student has reached this goal?
Benchmark/Objectives: What will the student need to do to complete this goal?
Progress Reports are required to be sent to parents at least as often as parents are informed of their nondisabled children’s progress. Each progress report must answer the following two questions for each goal:		1. What is the student’s progress toward the annual goal? 2. Is the progress sufficient to enable the student to achieve the annual goal by the end of the IEP period?

Use multiple copies of this form as needed.

IEP 4

Individualized Education Program	IEP Dates: from			to
Student Name:		DOB:	ID#:

Service Delivery
What are the total service delivery needs of this student?
Include services, related services, program modifications and supports (including positive behavioral supports, school personnel and/or parent training/supports). Services should assist the student in reaching IEP goals, to be involved and progress in the general curriculum, to participate in extracurricular/nonacademic activities and to allow the student to participate with nondisabled students while working towards IEP goals.
School District Cycle:		5 day cycle		6 day cycle		10 day cycle	other:
A. Consultation (Indirect Services to School Personnel and Parents)
Focus on Goal #	Type of Service		Type of Personnel		Frequency and Duration/Per Cycle			Start Date	End Date
B. Special Education and Related Services in General Education Classroom (Direct Service)
Focus on Goal #	Type of Service		Type of Personnel		Frequency and Duration/Per Cycle			Start Date		End Date
C. Special Education and Related Services in Other Settings (Direct Service)
Focus on Goal #	Type of Service		Type of Personnel		Frequency and Duration/Per Cycle			Start Date			End Date

Use multiple copies of this form as needed.

IEP 5

Individualized Education Program	IEP Dates: from			to
Student Name:		DOB:	ID#:

Nonparticipation Justification
Is the student removed from the general education classroom at any time? (Refer to IEP 5—Service Delivery, Section C.)
No	Yes		If yes, why is removal considered critical to the student’s program?
IDEA ’97 Regulation §300.550(b)(2): “... removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” (Emphasis added.)
Schedule Modification
Shorter: Does this student require a shorter school day or shorter school year?
No		Yes — shorter day		Yes — shorter year	If yes, answer the questions below.
Longer: Does this student require a longer school day or a longer school year to prevent substantial loss of previously learned skills and / or substantial difficulty in relearning skills?
No		Yes — longer day		Yes — longer year		If yes, answer the questions below.
How will the student’s schedule be modified? Why is this schedule modification being recommended? If a longer day or year is recommended, how will the school district coordinate services across program components?
Transportation Services
Does the student require transportation as a result of the disability(ies)?
No	Regular transportation will be provided in the same manner as it would be provided for students without disabilities. If the child is placed away from the local school, transportation will be provided.
Yes	Special transportation will be provided in the following manner:
	on a regular transportation vehicle with the following modifications and/or specialized equipment and precautions:
	on a special transportation vehicle with the following modifications and/or specialized equipment and precautions:
After the team makes a transportation decision and after a placement decision has been made, a parent may choose to provide transportation and may be eligible for reimbursement under certain circumstances. Any parent who plans to transport their child to school should notify the school district contact person.

IEP 6

Individualized Education Program	IEP Dates: from			to
Student Name:		DOB:	ID#:

State or District-Wide Assessment
Identify state or district-wide assessments planned during this IEP period:
Fill out the table below. Consider any state or district-wide assessment to be administered during the time span covered by this IEP. For each content area, identify the student’s assessment participation status by putting an “X” in the corresponding box for column 1,2, or 3.
	1. Assessment participation: Student participates in on-demand testing under routine conditions in this content area.	2. Assessment participation: Student participates in on-demand testing with accommodations in this content area. (See Œ below)		3. Assessment participation: Student participates in alternate assessment in this content area. (See � below)
CONTENT AREAS	COLUMN 1		COLUMN 2	COLUMN 3
English Language Arts
History and Social Sciences
Mathematics
Science and Technology
Reading
ŒFor each content area identified by an X in the column 2 above: note in the space below, the content area and describe the accommodations necessary for participation in the on-demand testing. Any accommodations used for assessment purposes should be closely modeled on the accommodations that are provided to the student as part of his/her instructional program.
�For each content area identified by an X in column 3 above: note in the space below, the content area, why the on-demand assessment is not appropriate and how that content area will be alternately assessed. Make sure to include the learning standards that will be addressed in each content area, the recommended assessment method(s) and the recommended evaluation and reporting method(s) for the student’s performance on the alternate assessment.
					NOTE
					When state model(s) for alternate assessment are adopted, the district may enter use of state model(s) for how content area(s) will be assessed.

IEP 7

Individualized Education Program	IEP Dates: from			to
Student Name:		DOB:	ID#:

Additional Information
Include the following transition information: the anticipated graduation date; a statement of interagency responsibilities or needed linkages; the discussion of transfer of rights at least one year before age of majority; and a recommendation for Chapter 688 Referral.
Document efforts to obtain participation if a parent and if student did not attend meeting or provide input.
Record other relevant IEP information not previously stated.
Response Section
School Assurance
I certify that the goals in this IEP are those recommended by the Team and that the indicated services will be provided.
Signature and Role of LEA Representative Date
Parent Options / Responses
It is important that the district knows your decision as soon as possible. Please indicate your response by checking at least one (1) box and returning a signed copy to the district. Thank you.
	I accept the IEP as developed.		I reject the IEP as developed.
	I reject the following portions of the IEP with the understanding that any portion(s) that I do not reject will be considered accepted and implemented immediately. Rejected portions are as follows:
		I request a meeting to discuss the rejected IEP or rejected portion(s).
Signature of Parent, Guardian, Educational Surrogate Parent, Student 18 and Over* Date
*Required signature once a student reaches 18 unless there is a court appointed guardian.
Parent Comment: I would like to make the following comment(s) but realize any comment(s) made that suggest changes to the proposed IEP will not be implemented unless the IEP is amended.

IEP 8