Forms

The primary purpose of the Communication Plan is to establish discussion among all IEP team members who review the student’s needs based on communication skills and access. The Communication Plan should be the starting point for the IEP, and the results of this discussion should be used to identify the student’s present educational levels as well as to complete other sections of the IEP. The Annotated Communication Plan was revised in July 2022. At that time changes were made in Sections l, lll, and IV. Sections have been reduced to l and ll. Changes have been made in the following areas: Section l, including assessments and data to determine the student’s language and communication mode, and a revised chart to inform the school team of the student’s preferred method for learning and communication. Section ll, describe how the student is accessing grade level curriculum and instruction, and how is it delivered directly to the student using preferred language and communication mode. Glossary terms have also been added, revised, or deleted as appropriate. The revised version has October 14, 2022 in the footer.

PARENTAL CONSENT TO EXCUSE MEMBERS FROM ATTENDING THE IEP TEAM MEETING - School Age Questo modulo entra in vigore a partire dal 1 ° luglio 2008 e riflette nuove disposizioni dei capitoli 14 e 711 rivisti. Questo nuovo invito (con un piè di pagina che indica "Revisioni di luglio 2008") sostituisce l'invito attuale. Questo invito non contiene più la richiesta di consenso dei genitori per scusare i membri della aquadra IEP di partecipare all’incontro della aquadra IEP. Questa richiesta è ora fatta con un modulo separato, "Consenso genitoriale per scusare i membri di partecipare all’ incontro della aquadra IEP". Disponibile la Versione annotata.

PARENTAL CONSENT TO EXCUSE MEMBERS FROM ATTENDING THE IEP TEAM MEETING - School Age Este formulario entrará en vigor a partir del 1° de julio de 2008 y refleja las nuevas disposiciones de los Capítulos 14 y 711 revisados. Esta nueva Invitación (con un pie de página que indica “Revisiones de julio de 2008”) reemplaza a la Invitación actual. Esta Invitación ya no contiene la petición del consentimiento de los padres en cuanto a eximir a los miembros del equipo IEP de asistir a la reunión del equipo IEP. Esta petición ahora se hace con un formulario por separado, “Consentimiento de los Padres de Eximir a los Miembros de Asistir a la Reunión del Equipo IEP”. Versión con acotaciones disponible

Revised May 2015 – This new Invitation to Participate in the IEP Team Meeting or Other Meeting (with footer indicating “May 2015 Revisions”) replaces the current Invitation. This revised form adds supplementary purposes for an IEP team meeting, removes the requirement to use two separate Invitation to Participate in the IEP Team Meeting or Other Meeting forms for transition planning/services, and supplements the explanations for transition planning and services, including a statement that the local education agency (LEA) will invite the student, if age 14 or above. This form is effective beginning June 30, 2015.

This form, effective beginning July 1, 2008, is to be used when the Local Education Agency (LEA) seeks to obtain consent from the parent to excuse required members of the IEP team from attending an IEP team meeting.

This revised Evaluation Report (July 2018) replaces the July 2008 version and includes a change in terminology that replaces the term “mental retardation” with the term “intellectual disability.” This change also aligns the Commonwealth’s special education regulations in Chapters 14 and 711 to the Individuals with Disabilities Education Act (IDEA) regulatory revisions resulting from Rosa’s Law. The change in terminology does not affect the meaning or the eligibility determination associated with the term.

This revised Evaluation Report (July 2018) replaces the July 2008 version and includes a change in terminology that replaces the term “mental retardation” with the term “intellectual disability.” This change also aligns the Commonwealth’s special education regulations in Chapters 14 and 711 to the Individuals with Disabilities Education Act (IDEA) regulatory revisions resulting from Rosa’s Law. The change in terminology does not affect the meaning or the eligibility determination associated with the term.