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Garner Fall 2010
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Participants in the IEPy At least one special educator
y At least one general educator
y LEArepresentative (administrator)y Parent
y Supplemental Service Providers
y Evaluators
y School counselor/social worker/psychologist
y Student (when appropriate or when discussingtransition plans)
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Noticey Aseparate activity from the IEP process
y Provides notice of a scheduled meeting, creation of an
IEP, or denial of servicesy Parents no longer are required to attend meetings in
person
y Notice is the districts offer of FAPE to parents/student
y Contains procedural safeguards link
y Parent signature is for SERVICESto begin
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Preparing for the Meetingy Background information
y Evaluation data
y Observational datay Recommendations ofthe Multi-disciplinary Team
y Concerns ofthe general education teacher
y Concerns ofthe parent/student
y Grade Level Content Expectations for students grade
y Notes as to the immediate needs and needs that can bemet later
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Developing a PLAAFP: Present Level of
Academic Achievement and Functional
Performance
y Consider StudentStrengths
y Consider ParentConcerns
y Consider most recent evaluation resultsy Special Factors
y Full explanation of current performance
y Description of how the student progresses in generaled
y Description of how student needs affect involvementand progress in the general education curriculum
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Developing Goals and
Objectives/Benchmarksy Identify specific academic needs
y Develop set of goals to provide intensive strategy or
skill instructiony Goals focus instructional work
y Goals/Objectives should reflect common classroomactivities
y Must be based on a GLCE for the grade levely Must include baseline data
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Developing Goals and
Objectives/Benchmarks IIy Goals MUST be measureable and observable
y Goals are larger, end of year targets
y Benchmarks/Objectives are smaller targets scaffoldingtowards the larger goal achievement
y Performance criteria: at what level will the studentperform the goal?
y Evaluation: How will you measure progress and collectdata?
y IEP set up to allow at least four reporting periods
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Supplementary Aids and Servicesy Describes services (special and general education) and
aids (accommodations/modifications) student will
utilize
to achieve yearly goals/objec
tives
y Broken down by service/time/location
y Modification and Accommodations listed
y Different from Special Education Services and
Programs
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Assessment-Participation and
ProvisionsyVery explicitly outlines assessments student is
expected to take
y Outlines how student will take the assessmenty Accommodations
y Alternates
y Provisions for assessment
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Special Education Servicesy Outlines time spent with specialists (OT, PT, SLP)
y Also called Related Services
y Indicates location of services and durationy Paired with the Extended School Year page
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Least Restrictive Environment> 40% in
General Ed
79-40% of day inGeneral Education
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Adaptations and Modificationsy Adaptations: change HOW a student is learning
y Can be done without parent permission
y Functions within the general education classroomy Must be used daily/weekly for studentto use them
during state/national assessments
y Modifications: change WHAT a student is learningy Different curriculum than peers
y Requires parent permission and some form of a plan(IEP or 504)
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Secondary Transitiony Must query student for interests, goals, plans
y Plan is created to provide student with necessary skills
to approach goals and plansy Discussion of post-secondary education or training
y IEP goals developed will reflectthe skills needed forfuture work or career goals
y Community and supplemental supports are discussedy Determination of whether student will acquire actual
HS diploma or transition training
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