creating an individualized education program

7/23/2019 Creating an Individualized Education Program

1/13

Garner Fall 2010


2/13

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)


3/13

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


4/13

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


5/13

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


6/13

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


7/13

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


8/13

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


9/13

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


10/13

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


11/13

Least Restrictive Environment> 40% in

General Ed

79-40% of day inGeneral Education


12/13

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)


13/13

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

creating an individualized education program

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