TIER 3-LEA IEP CONTENT REVIEW FORM FOR PARTICIPATION IN THE ALTERNATE ASSESSMENT

Oct 10, 2026

Uploaded by SANS

Tier 3-LEA IEP Content Review Form for participation in the alternate assessment requires district staff to review a total of five student IEPs to verify that evaluation results provide evidence supporting each student’s alternate assessment participation. The form captures district review and submission details, student disability information, and the conference purpose. It includes an alternate assessment participation rubric assessing significant cognitive disabilities, alignment with DLM Essential Elements, and direct individualized instruction and supports.

LanguageEnglish

CategoryExam

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Section I

Date of District Review

Date of District Submission

Student Disability and Services

Section II: Purpose of Conference

IEP Review/Revision and Eligibility

Review of Existing Data and Secondary Transition

Reevaluation and Functional Behavioral Assessment (FBA)/BIP

Section III: Alternate Assessment Participation Rubric

Significant Cognitive Disabilities Evidence

DLM Essential Elements as Content Standards

Direct Individualized Instruction and Supports

Additional Supporting IEP Content for Participation in Alternate Assessment

TIER 3-LEA IEP CONTENT REVIEW FORM FOR PARTICIPATION IN THE ALTERNATE ASSESSMENT 100 North First Street Springfield, Illinois 62777 SPECIAL EDUCATION DEPARTMENT LEAs assigned to Tier 3 support must review the IEP content for student(s) participating in the alternate assessment to determine if evaluation results provide evidence that supports the student’s participation in the alternate assessment. A total of five IEPs should be reviewed utilizing the IEP Content Review Form for Participation in the Alternate Assessment. Completed IEP review forms must be submitted by May 11, 2026 , to [AltException@isbe.net](AltException@isbe.net) with the name of the principal consultant assigned to your district included in the email subject line. DO NOT submit student IEP files. Files should be named using the following format: [School District Name][School District Number] LEA IEP Review Form | SECTION I | | | | | --- | --- | --- | --- | | DATE OF DISTRICT REVIEW | | DATE OF DISTRICT SUBMISSION | | | FULL DISTRICT NAME | | ISBE CONSULTANT NAME | | | DISTRICT REVIEWER NAME | | DISTRICT REVIEWER POSITION | | | DISTRICT REVIEWER EMAIL | | DISTRICT REVIEWER TELEPHONE (Include Area Code) | | | STUDENT SIS \# | | DATE OF IEP | | | STUDENT PRIMARY DISABILITY | | STUDENT SECONDARY DISABILITY | | | STUDENT RELATED SERVICES | | | | | STUDENT EDUCATIONAL ENVIRONMENT | STUDENT GRADE | | STUDENT AGE | | SECTION II: Purpose of Conference (Please check all that apply) | | | | | | | --- | --- | --- | --- | --- | --- | | | IEP Review/Revision Initial IEP
Initial Evaluation/Eligibility | | Review of Existing Data
Date: Secondary Transition
Graduation | | Reevaluation
Manifestation Determination
Functional Behavioral Assessment (FBA)/Behavior Intervention Plan (BIP) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | SECTION III: Alternate Assessment Participation Rubric | Evidence of Significant Cognitive Disabilities
• The IEP indicates that the student has a disability or multiple disabilities that significantly impact intellectual and adaptive functioning. | | | | | --- | --- | --- | --- | | Criteria | Response | | Comments | | | | | | | | Yes 1 pt. | No 0 pt. | | | Is the student’s primary disability associated with a significant cognitive disability? | | | | | Does the assessment of intellectual functioning support evidence of the most significant cognitive disability or evidence that valid cognitive results could not be obtained from the student based on the student’s level of functioning? | | | | | Does the IEP contain evidence that present levels of academic and functional performance indicate academic and functional skills that are several grades below age-appropriate peers? | | | | | Does the assessment of adaptive behavior functioning indicate significant deficits in adaptive behavior? | | | | | Does the student’s IEP include goals for functional, social, and/or adaptive skills? | | | | | Is there evidence in the IEP that even with additional time, the student will likely be unable to develop the skills needed to live independently orto function safely in their daily life at home, school, and community? | | | | | SCORE | 0 | | | | Primarily Instructed Using the DLM Essential Elements as Content Standards
• Present levels and measurable goals listed in the IEP are linked to the enrolled grade level Essential Elements and address knowledge and skills that are appropriate and challenging. | | | | | --- | --- | --- | --- | | Criteria | Response | | Comments | | | Yes 1 pt. | No 0 pt. | | | Does the student’s IEP include references to the present levels of academic and functional performance and goals aligned to the DLM Essential Elements? | | | | | Do the student’s previous assessment scores support participation in the alternate assessment? | | | | | SCORE | 0 | | | | Evidence of Direct Individualized In

FAQs

What is the purpose of the Tier 3-LEA IEP content review?

To determine whether IEP content provides evidence supporting student participation in the alternate assessment. Districts must review evaluation results for assigned Tier 3 students.

How many IEPs must be reviewed using the form?

A total of five IEPs should be reviewed using the IEP Content Review Form for Participation in the Alternate Assessment.

When are completed IEP review forms due and how should they be submitted?

Completed review forms must be submitted by May 11, 2026. Submit by email with the principal consultant name included in the email subject line, and do not submit student IEP files.

Oct 10, 2026

Uploaded by SANS