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\nKristina Holloway  \nISBE Special Education Monitoring Lead  \n[khollowa@isbe. net](khollowa@isbe. net)  \n[217-782-5589](217-782-5589)  \n1  \nAgenda  \n• Introductions  \n• IEP File Review Process  \n• Commonly Identified Areas of Noncompliance within IEPs  \n• Improvements for school year 2027  \n• Resources to Support IEP Development  \n• Questions  \n2  \nIEP File Review Process  \n3  \nIEP File Review  \n• As part of its cyclical monitoring process, the Illinois State Board of Education (ISBE) Special Education Department requires Local Education Agencies (LEAs) to conduct comprehensive file reviews utilizing the ISBE File Review Form.  \n• This form was created to ensure student IEPs are aligned to meet their identified needs, provide educational benefit to make progress, and meet challenging goals. ISBE monitors will also review a sample of each LEAs IEPs to ensure that the requirements of IDEA are being implemented.  \n• Important: Any noncompliance identified in a student's IEP during the file review must be corrected within one year of notification of the noncompliance. If noncompliance is identified, ISBE will provide the LEA with a corrective action plan outlining steps necessary to correct each item of noncompliance identified.  \n4  \n5  \nLEA Requirements  \n• Each LEA Must:  \n– Review each ISBE selected student’s IEP, ensuring that all necessary components are included and completed.  \n– Note the presence or absence of information on the IEP File Review Form.  \n– Analyze the alignment of the PLAAFP, Annual Goals/Objectives, Modifications, Accommodations, Services and Placement.  \n– Note any observations in the comments box for the specific section.  \n– Determine if the IEP is compliant with state and federal regulatory requirements.  \nCommonly Identified Areas of Noncompliance  \nwithin IEPs  \n6  \nTop 5 Areas of Noncompliance Identified  \n1. Procedural Requirements  \n2. Notification of Conference  \n3. Present Levels of Academic and Functional Performance  \n4. Annual Goals and Short-Term Objectives  \n5. Transition Plans  \n7  \n8  \nNoncompliance Identified Related to Procedural Requirements  \n\n| Documentation of ThreeDay Draft | Documentation of the provision of PUNS/ABLE | Provision of Behavioral Intervention Guidelines |\n| --- | --- | --- |\n| • Provision of 3 Day Draft must be documented in the IEP.\u003Cbr>• Documentation should include:\u003Cbr>• The date it was provided, and\u003Cbr>• The method of how it was provided to the parent/guardian. | • Each parent/guardian must be provided information on PUNS/ABLE at the annual IEP meeting. | • Each parent/guardian must be provided a copy of the district's behavioral intervention guidelines atthe following times:\u003Cbr>• Annual IEP Meeting\u003Cbr>• Initial IEP Meeting\u003Cbr>• Within 15 days of a change to the guidelines |\n\nNoncompliance Related to the Notification of Conference (NOC)  \nTeam members on NOC, do not match attendees.  \nA signed excusal isnot included in the student file when a required team member is unable to attend the meeting.  \nA contact person is not listed to invite additional team members, to request translation services, and/or to express complaints about interpretation services.  \n9  \nNoncompliance Related to Present Levels of Academic and Functional Performance (PLAAFP)  \n• Parents Educational Concerns are not documented  \n– The consideration of parent educational concerns/input are required.  \n• Academic and/or Functional Peformance is not detailed and/or is missing a connection to the student's disability.  \n• Specific, observable and measurable data (baseline data) should be included to develop annual goals and short-term objectives.  \n– Narrative information that includes the relationship to the student's performance compared to same age/grade level peers should be included in detail.  \n– A student's academic/functional strengths and weaknesses related to the identified disability areas should ","cbCairVSGyfyquyU","https://ap.wps.com/l/cbCairVSGyfyquyU","pdf",351602,21,"English","# IEP File Review Process\n## IEP File Review\n## LEA Requirements\n# Commonly Identified Areas of Noncompliance within IEPs\n## Top 5 Areas of Noncompliance Identified\n## Noncompliance Related to Procedural Requirements\n## Noncompliance Related to Notification of Conference (NOC)\n## Noncompliance Related to Present Levels of Academic and Functional Performance (PLAAFP)","[{\"question\":\"What is the purpose of ISBE’s cyclical IEP file review process?\",\"answer\":\"ISBE requires LEAs to conduct comprehensive file reviews using the ISBE File Review Form to ensure each student’s IEP aligns to identified needs, provides educational benefit and progress, and meets IDEA requirements.\"},{\"question\":\"What are the key LEA responsibilities during the IEP file review?\",\"answer\":\"Each LEA must review selected students’ IEPs, verify required form components are included and completed, analyze alignment across PLAAFP, goals/objectives, modifications, accommodations, services, and placement, and determine compliance with state and federal regulatory requirements.\"},{\"question\":\"What are examples of noncompliance areas commonly found in IEPs?\",\"answer\":\"Common areas include procedural requirements, notification of conference issues (e.g., mismatched team attendees or missing signed excusal), and PLAAFP deficiencies such as missing parent educational concerns, missing baseline data, or vague descriptions of adverse effects in general education.\"}]","Special Education Cyclical Monitoring Process - A Deep Dive into the IEP File Review Form | PDF",1791599275,53]