The Individualized Education Program

(IEP)PR - 07

Special Education Department05-06 School Year

Re-energizing the IEP Process

it is specially designed instruction

Special Education

is not a place--

Training Goal

Provide information on developing IEP documents in a sequential, systematic, and individualized manner, based on best practice

Vision Statement

If parent/guardians attend the meeting, ask them their vision for the student in his/her school and community. Everyone has dreams for the future which guide their actions, thoughts and plans. Family and student preferences and interests are an essential part of the vision process. What goals do they have for the future?

DO NOT LEAVE THIS SECTION BLANK!

Note: “Vision” is not an area subject to due process.

STEP 1: Discuss Vision/Future Planning

Does the vision describe long range plans for the student?

Does the vision reflect the student/family’s hopes for the student’s future?

Does the vision provide a focus for prioritizing student’s needs?

This should be a statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects the child’s involvement and progress in the general education curriculum.1) Provide levels of academic achievement in the content areas with the student’s skill level and

peer grade level performance.2) Provide the foundation (support) for identifying needs, developing goals, and determining

services.3) Include how the disability has an impact on the progress (achievement and performance) in the

general education curriculum.4) Provide specific levels of academic and functional performance (with multiple forms of evidence)

in areas of need within the general curriculum.5) Provide current evaluation information that is time referenced (either by date or by time period

i.e. recent, last month)-Can include recent Terra Nova and Ohio Achievement Test results6) Information presented should be understandable to all IEP team members, avoiding statistics and

acronyms.7) Include strengths to encourage the team to build on identified strengths when establishing goals

and setting criteria.

If the student receives any related services, information from the related service provider(s) must be included here!!

FORMALIntellectual Assessments

Social/Adaptive Behavior Scales

Behavior Inventories

Speech-Language Assessments

Vocational Aptitude Tests

Career Interest Inventories

Health, Medical (e.g. vision, hearing)

Motor Functioning Evaluations

Outside consultative reports

State and District-wide Assessments

STEP 2: Discuss Present Levels Of Performance

Parent Inventory

Home visits

Functional Behavior Assessment

Family Interview

Learning Style/Modality

Report Cards

Current IEP/Progress Report

Portfolios

Attendance Information

Samples of Student Work

Teacher Grade Book/Records

Observations-Classroom, Community, Home, Work

Descriptions/data from modifications, interventions

Office referrals

Student-centered planning tools

Student Surveys/Interviews

INFORMAL

STEP 2: Discuss Present Levels Of Performance

A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects the child’s involvement and

progress in the general ed. curriculum

Step 2: Examples

T.J. is a pleasant young man. T.J. is interested in animals and volunteers at a local veterinarian’s office. He assists in exercising the dogs, cleaning cages and feeding animals. He also enjoys watching movies, playing games on the computer and skateboarding. T.J. took the Ohio Proficiency Test in fourth grade with allowable accommodations. He scored “below basic” in reading. T.J. does not like to read and refuses to complete reading assignments. He has a reduced spelling list and is able to correctly spell three out of the five words on his list.

T.J. has been identified as having a disability in the area of reading. T.J.’s word analysis skills are limited to the identification of words containing one syllable. This impacts his ability to read with fluency and comprehension. When give a 115-word passage at the fifth grade level in April, T.J. read only 29 words compared to an average of 109 words per minute by peers. T.J. uses context cues to gain meaning. T.J. needs visual cues and prompts for spelling when writing. This has implications for T.J.’s learning in other content areas.

T.J. has average to above average potential. He reads independently from below grade-level material. He is only able to answer basic fact questions after reading a passage. He has particular difficulties with decoding and word analysis.

T.J. does not do well in Social Studies and Science, because of all of the reading required.

Step 2:IEP Inter-rater Agreement Tool

Rationale

Example # 2 is compliant and strategically designed to improve student performance

because it:

1. Provides levels of academic achievement (the academic content area with the students skill level and peer grade level performance).

2. Provides the foundation (support) for identifying needs, developing goals and determining services.

3. Includes how the disability has an impact on progress (achievement and performance) in the general education curriculum.

4. Provides specific levels of academic and functional performance (with multiple forms of evidence) in areas of need within the general education curriculum.

5. Provides current evaluation information that is time referenced (either by date or by time period [e.g., recent, last month]).

6. Is understandable to all IEP team members (avoids statistics and acronyms).

In developing each child’s IEP, the IEP Team shall consider the strengths of the child.

Examples

Supporting Details: No strengths were included in the present levels of academic and functional performance.

The following statement was included in the present levels of performance.

T. J. works well when items are read to him.

Supporting Details: Consideration of the strengths of the child is a critical element when determining how the student’s disability affects involvement and progress in the general education curriculum.

The following statement was included in the present levels of performance.

When the teacher orally reads grade level passages to T.J., he is able to answer all of the questions about the passages. T.J. is able to complete work involving reading when the reading material is supported by visuals.

Supporting Details: Consideration of the strengths of the child is a critical element when determining how the student’s disability affects involvement and progress in the general education curriculum.

Step 2:IEP Inter-rater Agreement Tool

Rationale

Example # 3 is compliant and strategically designed to improve student performance for the following reasons.

Including strengths within present levels of performance provides a basis for identifying needs and encourages the team to build on identified strengths when establishing goals and setting rigorous targets.

In developing each child’s IEP, the IEP team shall consider the results of the initial evaluation or most recent evaluation of the child

Examples

The following statement was included in the present levels of performance.

During a classroom-based assessment given in April, T.J. was able to sound out individual phonemes (13 of 20). Errors included sound additions and substitutions, reversals (b for d) and long /u/ for short /u/.

Supporting Details: Consideration of evaluation results is a critical element when determining how the child’s disability affects the child’s involvement and progress in the general education curriculum.

Supporting Details: no evaluation results were included in the present levels of academic and functional performance.

The following statement was included in the present levels of performance.

T.J. took the Ohio Proficiency Test in fourth grade with allowable accommodations. He scored “below basic” in reading.

Supporting Details: Consideration of evaluation results is a critical element when determining how the child’s disability affects the child’s involvement and progress in the general education curriculum.

Step 2: IEP Inter-rater Agreement Tool

Rationale

Example # 1 is compliant and strategically designed to improve

student performance for the following reasons:

1. Including the results of the initial evaluation or most recent evaluation of the child within present levels of performance provides the baseline data that is critical to identifying needs, developing goals and determining services.

2. Baseline data from assessments provides direction for establishing goals and setting rigorous targets.

3. Avoiding statistics and acronyms helps all IEP team members understand the data.

This is the “starting point” for instruction, based upon the vision statement and present levels of performance (Steps 1 and 2)

What will the student need to learn/do in order to make progress in the general education curriculum?

STEP 3: Identify Needs That Require Specially Designed Instruction

Current functioning and individual needs in consideration of:

• the results of the initial or most recent evaluation, the student’s strengths, the concerns of the parents, the results of the student’s performance on any State or districtwide assessment programs;

• the student’s needs related to communication, behavior, use of Braille, assistive technology, limited English proficiency;

• how the student’s disability affects involvement and progress in the general curriculum; and

• the student’s needs as they relate to transition from school to post-school activities for students beginning with the first IEP to be in effect when the student turns age 16 (and younger if deemed appropriate).

Academic Achievement, Functional Performance and Learning Characteristics:

Current levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style.

STEP 3: Identify Needs That Require Specially

Designed Instruction (cont.)Social Development:

The degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments.

Physical Development:

The degree or quality of the student’s motor and sensory development, health, vitality and physical skills or limitations that pertain to the learning process.

Management Needs:

The nature of and degree to which environmental modifications and human or material resources are required to enable the student to benefit from instruction. Management needs are determined in accordance with the factors identified in the areas of academic achievement, functional performance and learning characteristics, social development and physical development.

STEP 4: Identify Measurable Annual Goals, Benchmark or Short-Term Objectives, And Statement of Student Progress

GOALS

Each goal must be measurable. Number each goal and include criteria (% accuracy expected, # correct / # opportunities, times daily/per period, etc.).

CONTENT AREA ADDRESSED

Using the Academic Content Standards as a reference, select age/and or grade-appropriate annual goals relevant to each content area, and which will be needed for making progress in the general education curriculum.

BENCHMARKS OR SHORT-TERM OBJECTIVES

1a) List the measurable intermediate steps needed to reach the annual goal. These should be in a logical, developmentally appropriate order and again have a relationship with both the annual goal, identified needs, and present levels of performance.

STEP 4: Identify Measurable Annual Goals, Benchmark or Short-Term Objectives, And Statement of Student Progress (cont.)

STATEMENT OF STUDENT PROGRESS

Include how the child’s progress towards annual goals will be measured and how the parents will be informed of the extent to which the child’s progress is sufficient to enable him/her to achieve the goals by the end of the year.

How? Will be measured through: Pre/post testing, teacher review of student work samples, charting/documentation of behavior

Who will measure? Teacher, instructional staff, etc.

When? Daily/Weekly/Quarterly

Parents will be informed of progress through quarterly reports.

A statement of measurable annual goals, including academic and functional goals, designed to meet the child’s needs that result from the child’s disability to enable the

child to be involved in and make progress in the general ed. curriculum

Step 4: Examples

Given one-minute sixth grade reading fluency probes, T.J. will increase his reading fluency by two words a minute each week, reaching a rate of 100 words per minute by the end of the school year.

Supporting Details: Present levels of performance contains baseline data related to T.J.’s reading fluency (29 wpm).

T.J. will improve his reading fluency.

Supporting Details: Present levels of performance contain baseline data related to T.J.’s reading fluency (29 wpm).

T.J. will analyze and decode words found in sixth grade materials with at least 60% accuracy.

Supporting Details: Present levels of performance contain baseline data related to T.J.’s reading fluency (29 wpm).

Step 4: IEP Inter-rater Agreement Tool

Rationale

Example # 1 is compliant and strategically designed to improve student performance because it:

1. Addresses the student’s needs that result from the disability.

2. Provides access to the general education curriculum.

3. Contains a measurable and observable skill (uses an action verb).

4. Is supported by baseline data from the present levels (the goal and present levels use the same unit of measure – in this case ‘words per minute’).

5. States specifically what/how the student will do the action.

6. Sets expectations for levels of academic and functional achievement in one year. Achieving this goal would enable the student to make progress in the general education curriculum.

7. States how the goal will be measured.

In addition, this goal is

1. Relevant to achieving future plans (this is likely to appear in Step 1 ‘Discuss future planning’ on the IEP form).

2. Understandable to all IEP team members.

Develop goals and objectives, then determine services tosupport the student

Integrate services into goals and objectives

Have related service personnel provide services in a variety of settings

Make decisions about intensity and frequency of servicesbased on student needsProvide supports for school personnel when needed

A statement of the special education and related services and supplementary aids and services, based on peer reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a

statement of the program modifications be supports for school personnel that will be provided for the child .

Step 5: Examples

Service: Learning Disability

Accommodation:

Tests read aloud and audiotapes provided, as needed.

Supporting Details:

The goal related to these services is:

Given one-minute sixth-grade reading fluency probes, T.J. will increase his reading fluency by two words a minute each week, reaching a rate of 100 words per minute by the end of the school year.

Service: Direct instruction in basic reading skills

The special education teacher will provide direct instruction in basic reading skills that includes phonics, vocabulary, and comprehension instruction and guided repeated oral reading practice. The general education teacher will reinforce fluency development by providing opportunities for paired reading in all academic content areas.

Tests containing reading passages and multiple choice items need to be read to T.J. Content from large reading passages will be presented using graphic organizers. T.J. will have access to audiotapes of required reading. T.J. may clarify answers to test questions with oral or visual responses.

Supporting Details: The goal related to these services is: Given one-minute sixth-grade reading fluency probes, T.J. will increase his reading fluency by two words a minute each week, reaching a rate of 100 words per minute by the end of the school year.

Service: Specially-designed instruction

Accommodations in all settings:• Read tests• Provide audiotapes of textbooks• Provide graphic organizers

Supporting Details:

The goal related to these services is: Given one-minute sixth-grade reading fluency probes, T.J. will increase his reading fluency by two words a minute each week, reaching a rate of 100 words per minute by the end of the school year.

Step 5: IEP Inter-rater Agreement Tool

Rationale

Example # 2 is compliant and strategically designed to improve student performance for the following reasons:

1. The service is specially designed.

2. The kind or type of service is clearly identified.

3. Structures and practices are evident that will enable the student to reach goals.

4. The delivery of instruction is defined.

5. It considers the student’s approaches to learning.

6. It clearly specifies how general education teachers will carry out accommodations.

Additional considerations:

1. When a related service is included, the support clearly assists the student to benefit from special education.

2. The IEP may include any necessary training for staff or parents to implement specialized services.

STEP 6: Determine Least Restrictive Environment

An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular classroom.

Rationale:1. Shows evidence of need for instruction OUTSIDE of the general

education setting. If these specifics are not provided, it is impossible to determine whether additional supports and services may enable the student to receive instruction in the general education setting.

2. Establishes a framework for support needed for the student to make progress in the general education curriculum.

3. Establishes a link between the setting and the service the student will receive.

An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular activities.

Step 6: Examples

Step 6: Determine least restrictive environment.

Resource room where a small class size and limited distractions provide the opportunity for intensive, direct instruction and guided practice.

Supporting Details: The IEP indicates the service is specially designed instruction.

Frequency: 20 minutes of direct intervention per day during the student’s language arts block.

Step 6: Determine least restrictive environment.

Resource room, due to the need for specialized instruction.

Supporting Details: The IEP indicates the service is specially designed instruction.

Frequency: 20 minutes of direct intervention per day during the student’s language arts block.

Step 6: Determine least restrictive environment.

Resource room.

Supporting Details: The IEP indicates the service is specially designed instruction.

Frequency: 20 minutes direct intervention per day during the student’s language arts block.

Step 6: IEP Inter-rater Agreement Tool

Rationale

Example # 1 is compliant and strategically designed to improve

student performance for the following reasons:

1. There is evidence of criteria for determining the need for instruction outside the general education setting.

2. The statement establishes a framework for support needed for the student to make progress in the general education curriculum.

3. The statement establishes a link between the setting and the service the student will receive.

Special Factors

When should the student’s behavior be addressed as part of the IEP?

.Documented evidence that the student’s behavior interferes with his/her learning or the learning of others

.Student’s behavior is one of the primary reasons he or she was referred for an MFE

.Previous behavioral interventions were attempted and documented

.Student’s specialized instruction includes techniques that have the potential for being misused

Special Factors

When should the student’s behaviorbe addressed as part of the IEP? (con’t.)

• Student demonstrates behaviors that are unsafe to him/herself or others

•Student has been removed from general education environment as a result of his/her behavior

•Student has knowingly been in possession or used illegal drugs or solicited the sale of a controlled substance while at a school or at a school sponsored activity.

•Student has carried or been in possession of a weapon while at school or at a school sponsored activity

Consideration of special factors: The IEP Team shall, in the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive

behavioral interventions and supports, and other strategies, to address that behavior

Special Factors: Examples

The following goal is evidence that behavior is addressed in the body of the IEP:

In three out of four situations, Sam will discuss the steps that lead to verbal conflict and engage in problem solving activities that reduce verbal conflict with peers during group activities in academic settings.

Supporting Details: Behavior is marked on the Special Factors page and present levels of performance contain the baseline data related to the behavior concerns.

The following goal is evidence that behavior is addressed in the body of the IEP:

Sam will reduce verbal outbursts to one incidence per week.

Supporting Details: Behavior is marked on the Special Factors page and present levels of performance contain the baseline data related to the behavioral concerns.

The following goal is evidence that behavior is addressed in the body of the IEP.

Sam will follow all school rules identified in the student handout with a minimum of one infraction per month.

Supporting Details: Behavior is marked on the Special Factors page and present levels of performance contain the baseline data related to the behavioral concerns.

Special Factors:IEP Inter-rater Agreement Tool

Rationale

Example # 1 is compliant and strategically designed to improve student

performance for the following reasons:

1. The content of the IEP demonstrates a working knowledge of special factors and considerations identified in IDEIA.

2. The IEP identifies opportunities for the use of positive behavioral interventions and supports to address behavior.

3. There is evidence of integration and coordination throughout the student’s course of study and educational environment.

Visual Impairments

Assess:Brailleage of onset of visual impairmenteffects of additional disabilitiessocial interactionssensory functioningorientation and mobility skills

• If Braille is medium of choice, how will it be integrated into the entire curriculum?

•Plan for meaningful participation in curricular and extracurricular activities and environments?

Limited English Proficiency

Assess: Cultural background Prior academic experience If language skills allow for meaningful

access to general education curriculum

Determine: Disability? Linguistic difference? Both?

Provide accommodations that allow the familyto actively participate in the decision making process

of MFE and IEP

Communication

Assess:Language and communication needsalternative communication system

Consider effects on:social-emotionalinteractions with othersbehavioracademic performance

Deaf or Hard of Hearing

Assess:↓Hearing↓Processing of auditory information↓Need for supports to access instruction

Consider effects on:↓social-emotional↓interactions with others↓academic performance

Assistive Technology

Assess: need for assistive technology environments (home, school, community) where the student will need to communicate needs of staff, family members to be fluent

in the communication system or device used by the student

opportunity for direct communication with peers and adults in the student’s environments

opportunity for meaningful participation in curricularand extracurricular activities

Physical Education

The student’s PE program is adapted as described in the IEP.

Because all students get PE, this should be checked only when:

Extended School Year

Means:services provided to students beyond the regular

school year

necessary, not just beneficial, for student to receive FAPE

designed to meet each student’s unique needs

services are the same or a portion of that received during the past school year

Transition Age 16

Focus on linkages to the community and post-school environments

Based on student’s needs, interests, and preferences

Designed within an outcome-oriented process

A coordinated set of activities integratedinto IEP components

Testing and Assessment

Purpose of modifications To level the playing fieldAllow students to show what they know Increase participation in assessment and

accountability systems

Purpose of Participation in Local and State assessmentHigher expectationsGreater accountabilityMore meaningful outcomes for students

Parent(s) Child, if appropriate General Education Teacher Intervention Specialist or related service

provider School District Representative Individual to interpret instructional

implications of evaluation results

Others knowledgeable or with special expertise

regarding the child