ANW Special Education Interlocal: IDEA/Gifted 2021-22 File review
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Student Name
KIDSS ID
Primary teacher
District
1. Was a copy of parent rights/procedural safeguards provided to both of the student’s parents (or legal education decision-maker) and the student (if the student is 18 or older) in all required instances and in the native language of the parents/adult student or other mode of communication used by the parents/adult student?
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2. Were the assessments and other evaluation materials used to assess the student (for an initial evaluation or reevaluation) selected and administered so as not to be discriminatory on a racial or cultural basis? *
3. Were the assessments and other evaluation materials used to assess the student (for an initial evaluation or reevaluation) provided and administered in the student’s native language or other mode of communication?
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4. During the most recent evaluation or reevaluation of the student, was the student assessed in ALL areas related to the suspected exceptionality, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities? *
5. If the parent was required to obtain a medical diagnosis as part of the evaluation or re-evaluation, did the public agency pay for it? *
6. Upon completing the most recent evaluation or reevaluation of the student, did a team of qualified professionals AND the parent determine whether the student is a student with an exceptionality? *
7. If the student was suspected to have a specific learning disability, did the group responsible for determining (initial or continued) eligibility include ALL of the following?: 34 C.F.R. 300.308; K.A.R. 91-40-11(a)• The student’s parents; and• The student’s regular teacher; or if the student does not have a regular teacher, a regular classroom teacher qualified to teach a student of his or her age; or for a child of less than school age, an individual qualified by the SEA to teach a child of his or her age; and• At least one person qualified to conduct individual diagnostic examinations of children, such as a school psychologist, speech-language pathologist, or remedial reading teacher *
8. When conducting the evaluation or reevaluation, did the eligibility team ensure that a single procedure, measure or assessment was NOT used as the sole criterion for determining whether the student has an exceptionality and for determining an appropriate educational program for the student? *
9. When interpreting evaluation data to determine if the student is or continues to be a student with an exceptionality and the educational needs of the student, did the team of qualified professionals and the parent draw upon, document, and carefully consider information from a variety of sources including the following: 34 C.F.R. 300.306(c)(1)(i)-(ii); K.A.R. 91-40-10(d)(1)-(2)(A) aptitude and achievement tests;(B) parent input;(C) teacher recommendations;(D) physical condition;(E) social or cultural background; and(F) adaptive behavior *
10. Did the group responsible for determining the student’s (initial or continued) eligibility ensure that NONE of the following were the determinant factor? Lack of appropriate instruction in reading, including the essential components of reading instruction. *
11. Does the IEP include a description of the student’s present level of academic achievement as part of the Present Levels of Academic Achievement and Functional Performance (PLAAFPs)?
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12. Does the IEP include a description of the student’s present level of functional performance as part of the PLAAFPs? 34 C.F.R. 300.320(a)(1); K.S.A. 72-3429(c)(1)METHOD: Review the PLAAFP section of the IEP to determine if it includes information about the student’s current functional performance *
13. Does the IEP describe how the student’s disability or giftedness affects the student’s involvement and progress in the general education curriculum as part of the PLAAFPs? For preschool children, as appropriate, does the IEP describe how the disability affects the child’s participation in appropriate activities as part of the PLAAFPs? *
14. Are all of the annual goals in the IEP designed to meet the student’s needs that result from the student’s disability or giftedness, to enable the student to be involved in and make progress in the general education or advanced curriculum? *
15. Are all of the annual goals in the IEP measurable? *
16. Was the student’s progress toward meeting each annual IEP goal measured and reported using the method and frequency described in the IEP? *
17. If the IEP team has determined that the student with a disability must take an alternate assessment instead of a particular state or districtwide assessment, was that determination made in alignment with the KSDE Dynamic Learning Maps Participation Guidelines for Kansas and does the IEP include BOTH of the following?: (A) A statement of why the student cannot participate in the general state or district assessment; and (B) A statement of why the particular alternate assessment selected is appropriate for the student. *
18. Does the IEP include the projected date for the beginning of special education and related services, supplementary aids and services (including accommodations), program modifications and supports for school personnel? *
19. Does the IEP include anticipated frequency, location and duration of special education and related services, supplementary aids and services (including accommodations), program modifications and supports for school personnel?
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20. Did the IEP team consider parent concerns for enhancing the education of their student in developing, reviewing and revising the IEP? *
21. If the student’s behavior impedes the student’s learning or that of others, did the IEP Team consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior when developing, reviewing or revising the IEP? *
22. When developing, reviewing or revising the IEP, in the case of a student who has limited English proficiency, did the IEP Team consider the language needs of the student as those needs relate to the student’s IEP? *
23. Was the student’s educational placement determined at least annually? *
24. If the student’s LRE (least restrictive environment) placement is outside of the regular education environment for any part of the school day (including nonacademic and extracurricular services and activities), did the team first determine that the nature or severity of the disability is such that placement in the regular education environment with the use of supplementary aids and services could not be achieved satisfactorily?
Clear selection
Is this IEP compliant?  Comments? *
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