Development of a Compliant and

Instructionally Relevant IEP

ByMelinda Hammond

ADMS 625Dr. Shelia Bailey

IEP Contents

Team MembersPresent Level of PerformanceNotification Process/Meeting NoticeAnnual Goals (measurable) /ObjectivesAccommodation including Related

ServicesTransition Plan, as appropriatePlacementPrior Notice

InstructionalInterventions

ReferralScreening

IEP Review

Determination ofNeed for AssessmentAssessmentEvaluation

ProgramReporting

IEPImplementation IEP Development

Student

Referral and Assessment Procedures

Notice of Rights to Parents

IEP TimelinesDay 1 – 90

◦Referral◦Consent from parent to proceed with evaluation◦Full individual initial evaluation (60 days)◦ IEP meeting to review data and determine if

additional data is needed◦Collect additional data if necessary◦ IEP team meets to determine special education

needs Day 90 – 120

◦Develop IEP and determine the dates for initiation of services (30 days)

IEP Review – annuallyParent can request an IEP team meeting at

any time

IEP Team Members

Parents/Legal GuardianCase ManagerStudent (if appropriate)General Education Teacher (one that works

closely with the student)Special Education TeacherAdministratorOther (parents or agency discretion)Interpreter (if necessary)Counselor

Meeting Notice

Notice provided in ample time for parents/guardian to make arrangements to attend

Meeting at agreed place and time◦Alternatives if parent is unable to attend

Includes date, time, location, and attendeesPurpose of the meetingInvitation extended to all other participating

team members

Present Level of PerformanceFormal & Informal

Student’s strengths and weaknessesResults determined from current evaluation and

observations◦ Including interviews with the students, teachers , and

counselors who work closely with the studentAcademic and functional performance

◦ Standardized testing◦ Curriculum-based assessments◦ Progress reports and grades◦ Skills in other areas such as social, behavior, emotional,

organizational, etcExplains how present levels are affected by disability

◦ Including medical and health information◦ Models/Examples of work from teachers

Concerns of parents and teachers◦ Classroom observations from teachers

Annual Goals and Objectives

Reasonable and attainable goals within one school year

Measurable goals to determine progress Goals related to the needs of the student’s academic

and functional levels Frequency of progress reports to the committee Behavioral interventions and strategies to support

disabilities Student’s involvement and progress in the general

education curriculum

https://www.youtube.com/watch?v=dH6S3xRc-sY

Accommodations

Services to accommodate academic and functional needs including

Interventions and modifications that would enhance the student’s learning environment

Frequency and location of services identified

Location and classroom setting

Placement

Least Restrictive EnvironmentServices included

◦Self-contained, collaborative, and/or general population

◦Frequency, duration, and location with dates of service

◦Reasoning justifying services providedJustification of PlacementAids and other supports to accommodate

academic and functional needs

Transition

Initial Transition◦Transferring from preschool or kindergarten◦Background history

Secondary Transition◦Diploma status◦Post-secondary goals◦Courses needed to assist reaching diploma

status and post-secondary goals◦Projected graduation date

Prior Notice

Description of action proposed or refusedReason for any specified changesDate of proposed changesEvaluation and observation results to

support changesSteps to take (including alternatives) if

parent does not consent

Tips for an IEP Meeting

Remain Child- Focused and Child- CenteredTurn off electronic devicesBe an active listener and participantFollow the agendaBe respectfulWork together to reach a consensusTake everyone’s values and input into

considerationReview items discussed at the end of the

meeting

Disabilities Codes

Autism – AUT Hearing Impairment –

HI Other Health

Impairments – OHI Mental Retardation –

MR Specific Learning

Disability – SLD Deafness Blindness –

DB

Multiple Disabilities – MD

Speech or Language Impairment – SLI

Emotional Disturbance – ED

Orthopedic Impairment – OI

Traumatic Brain Injury – TBI

Visual Impairment – VI

How can teachers help in the classroom?

Referrals for evaluation should include:◦Student’s name and other demographics

including grade level◦Date◦Name of person initiating the referral◦Relationship to student◦Problems manifested in the classrooms◦Steps taken to resolve classroom issues◦Results of those steps◦Supporting evidence/documents

How can teachers help in the classroom?

Factors of effective co-teaching◦Common planning time◦Create opportunities to collaborate and reflect◦Shared responsibilities◦Adequate supplies and materials◦Support from administration◦Consistent parental contact◦Consistent case manager contact◦Knowledge of student’s IEP and accommodations◦Knowledge of federal and state regulations◦Good communication among collaborative partners

How can teachers help in the classroom?

Effective styles of teaching◦Team Teaching◦Station Teaching◦Parallel Teaching◦Re-Teaching◦One Teach, One Observe/Support◦One Teach, One Monitor/Support

https://www.youtube.com/watch?v=TCn4qDyuZVE

How can teachers help in the classroom?

Additional classroom training◦Effective use of media and technology◦Time and classroom management◦Modifying lesson plans◦Transitioning between activities◦Student grouping◦Culture and diversity awareness

Principal’s Feedback

Did I get the message across? Yes Will this information build the capacity of staff to support

positive results for students with disabilities? Yes Have I incorporated the message of compliance with

improved educational outcomes for students with disabilities? Add SPED laws especially since they’re mandatory. Keeps them inform and aware.

Have I incorporated the message of the roles/responsibilities of general education and special education teachers in relationship to the core academic classes as required? May want to include training identified solely for SPED teachers.

References

Bateman, D., & Bateman, C. F. (2006). A Principal's Guide To Special Education. Arlington, VA: Council for Exceptional Children.

Education, V. D. (2011). Regulations Governing Special Education Programs for Children with Disabilities in Virginia. Virginia: Commonwealth of Virginia Department of Education.

Education, V. D. (2013, September). Your Family's Special Education Rights. Retrieved July 2014, from Virginia Department of Education: http://www.doe.virginia.gov/special_ed/regulations/state/proedural_safeguards/english_procedural_safegua rds.pdf