The meeting began at ____________________________

Introductions were made. Present at the meeting were__________________

Parent Rights and Responsibilities were provided to the parent and an

explanation was given/offered (or parent declined explanation)..parent did not
have any questions regarding rights but can request a meeting at any time if they
have further questions or concerns regarding rights or any matter relating to their
student.

The purpose of this meeting is . . .

(annual, triennial, parent request, change service/goal, etc)

STUDENT was found to be eligible for special education on _____ . He/She qualifies
for special education services as a student with DISABILITY.

The parent expressed the following concerns . . .

The team shared the students strengths, preferences, and interests. The student is
good at. He/She prefers. He/She is interested in.

The general education teacher reported that the student enrolled on _____. The
teacher shared that the students strengths are _________. According to the teacher,
STUDENTs needs include ___________. STUDENT is currently working on ________.
He/she has ____ high school credits. STUDENTs Planning Guide was reviewed. It is
recommended that STUDENT complete an average of ____ workbooks per month to
graduate by _________.

The nurse shared information regarding specific health issues and a health
report/plan that outlines how the staff should respond if...

The team defined areas of need. Assessment reports were shared with the
parents...
Teacher reports.... School Psychologist reports... Speech pathologist
reports...
Include outside agency reports (if applicable)

The team reported on present levels of academic achievement and functional

performance. The teacher indicates that progress was/was not made and provided
work samples and/or data sheets.

The team discussed the full continuum of placement options. Placements

discussed include: general education with supports, special day class, and the
resource specialist program. (list all options discussed). The team believes the
least restrictive environment for the student to make adequate progress toward
goals and objectives is _____________.

The team discussed related services appropriate to support the students

placement in (general education, SDC, etc. list the LRE agreed upon above!) in
order to make adequate progress toward his/her IEP goals.

The behavior support plan was . . .( developed, discussed and updated.)

Review progress made and any activities/services related to these areas.

Accommodations and Modifications for State Assessments were discussed and

agreed upon. On October 2, 2013, Assembly Bill 284 replaced the Standardized
Testing and Reporting Program (STAR) with the California Measurement of Academic
Performance and Progress (CalMAPP) assessment system. Student will take the
CalMAPP in ___________ with the following accommodations: (List Accommodations).
He/she may also use the following modifications: (List Modifications).

Accommodations and modifications for STUDENTS classwork and testing were

discussed and agreed upon. The information was updated on the appropriate IEP
pages.

The districts offer of Free and Appropriate Public Education (FAPE) is . . .

The administrator/teacher reviewed the Master Agreement. STUDENT understands

that he/she needs to abide by the terms of the master agreement to continue their
voluntary enrollment. STUDENT understands that if he/she does not fulfill the terms
of the master agreement, STUDENT will be electing to withdraw himself/herself from
OFL and its independent study program and return to their district of residence or
other school of their choice. Parent and student indicated they understand the
Master Agreement and agree to its terms.

The parent agrees . . ./The parent disagrees . . .

The parent requested/did not request a written translation

The notes were read aloud by the (title).

The meeting ended at ________________

Withdrawal Wording
STUDENT has violated the terms of the Master Agreement and has therefore elected
to voluntarily withdraw from OFL and its independent study program and return to
their district of residence or other school of their choice.

PROGRESS REVIEW IEP WORDING

STUDENT is currently working on CLASSLIST and completing XXX units each
week. According to the Master Agreement, the terms indicate that STUDENT
agreed to attend each scheduled appointment, attend all state-mandated
tests and classes that prepare the student for those test, and earn a high
school credit per week while at OFL. Currently STUDENT is complying with
the terms of the Master Agreement.

Currently STUDENT is in violation of the terms of the Master Agreement and

has therefore elected to voluntarily withdraw from OFL and its independent
study program.