An IEP isn't complete until it's properly signed, its Least Restrictive Environment and Extended School Year decisions are documented, and every person responsible for carrying it out knows their role. This page also covers amending an IEP outside the annual meeting, and the documentation required when a student exits.

• IDEA — LRE and ESY requirements

• Alabama Administrative Code, Chapter 290-8-9.05(9) - Extended School Year

Extended School Year (ESY) must be considered annually for every student — checking "Yes" documents that it was *considered*, not that services will be provided. One factor teams may weigh: whether an interruption in services would cause regression the student likely couldn't recoup within a reasonable period.

Least Restrictive Environment (LRE) decisions must work through the continuum of services in order: can the student meet requirements in general education without accommodations? With accommodations? Only if the answer to both is no should removal be considered — and the explanation must never be based on the student's disability category itself.

Copies of the IEP and Special Education Rights must be given or sent to the parent/student, with the date documented if not provided at the meeting.

Every required IEP Team member must sign the signature page — if someone participates by phone, note that on the signature line at the time (never collect signatures later). A member serving two roles signs once for each role.

The Persons Responsible for IEP Implementation form must be completed for every student with an IEP, informing every teacher and service provider (including bus drivers, related service providers) of their specific responsibilities and confirming they have access to the IEP — not necessarily a full copy, but at minimum the parts relevant to their role. This form must be redone whenever staff, schedules, or the IEP itself changes.

Amending an IEP without a full team meeting is allowed if the parent and LEA agree in writing (Written Agreement Between the Parent and the Public Agency to Amend the IEP). The parent must still receive the amended IEP, the signed agreement, and a Notice of Proposal or Refusal to Take Action explaining the change.

Exiting high school: the Summary of Academic Achievement and Functional Performance (SAAFP) is required for every student who exits with a diploma or ages out of eligibility (age 21), and strongly encouraged for all other exiting students. It documents academic and functional performance, effective accommodations, and recommendations to help the student self-advocate after high school — completed with the student's own input wherever possible.

• LRE removal explained by disability category rather than a documented continuum-of-services analysis

• Persons Responsible for IEP Implementation form not updated after a schedule or provider change

• IEP amended without a written agreement when the team meeting was skipped

• SAAFP not completed, or completed without student input, for an exiting student