the IEP: Individual Education Plan

1. the IEP: Individual Education Plan

2. The IEP Team • (1) The parents of the child; • (2) At least one regular education teacher of the child (if the child is, or may, participate in regular education); • (3) At least one special education teacher of the child, or at least one special education provider of the child; • (4) A representative of the public agency;

3. The IEP Team • (5) An individual who can interpret the instructional implications of evaluation results; • (6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and • (7) If appropriate, the child. • Transition services participants (if child is of transition age).

4. Required sections of an IEP • (1) The child's present levels of educational performance (PLOP); • (2) Measurable annual goals, with short-term objectives; • (3) Special education & related services; supplementary aids & services to be provided to the child; • (4) An explanation of the extent which the child will not participate with non-disabled children in the regular class and in the activities; (placement)

5. Required sections of an IEP • (5)(i) Any modifications in administration of State or district-wide assessments of student achievement; • (6) Dates for the beginning of services & modifications, and the anticipated frequency, location, and duration of services and modifications; (placement) and • (7) How the child's progress will be measured; • Transition services— beginning at age 14

6. PLOP • The Present Level of Performance (PLOP) statement gives clear, objective information about a child's abilities and limitations. The PLOP defines how abilities and limitations affect her/his ability to progress in the general classroom curriculum. • The PLOP statement outlines strengths such as learning style, specific academic skills, social skills, physical abilities, etc. that a child IS able to perform. Additionally, the PLOP statement gives information about struggles a child faces in these same areas.

7. PLOP • The PLOP statement also provides a summary of the child's evaluation data including specific subtest performance levels. This objective data is critical for defining goals and objectives in the next section of the IEP. • Under the No Child Left Behind guidelines and state Standards of Learning criteria, it is advisable to include this information in a PLOP statement as well. State which standards the child has met and which ones he still needs to meet.

8. "Y.C. is a bright, outgoing child who socializes easily with other children. She is able to read on grade level and eagerly participates in classroom activities, loves drawing, and enjoys looking at photographs in books. Y.C. has a visual learning style and is an active child. Conversely, Y.C. struggles with mathematics and has not mastered addition or subtraction facts. She tests at a 1.0 grade level on the WIAT Mathematics Computation section. Y.C. is energetic and distractible. She is fairly easy to get back on track for brief periods, but requires constant redirecting. Visual aids can be used to keep her attention on learning tasks."

9. (2) A statement of measurable annual goals, including benchmarks or short-term objectives • Goals and measurable objectives are critical for determining if a child is actually making progress in their program. They are the primary means of determining if a child's needs are being appropriately met. • A "Goal" is defined as: The final purpose or aim; the end to which a design tends, or which a person aims to reach or attain • An “objective” is an attainable element of a goal. It is a step toward achieving the goal.

10. (3) Special education & related services; supplementary aids & services to be provided to the child; • Any device, provision of help, or activity that adds to or completes a child's education by making up a deficit is a supplementary aid or service. Supplementary aids and services enhance a child's ability to access general curriculum, to learn and participate.

11. Examples of Related Services • * Audiology services* Counseling services* Early identification and assessment of disabilities * Medical services* Occupational therapy* Orientation and mobility services* Parent counseling and training* Physical therapy* Psychological services* Recreation* Rehabilitation counseling services* School health services* Social work services in schools* Speech-language pathology services* Transportation * Music Therapy

12. (4) An explanation of the extent which the child will not participate with non-disabled children in the regular class and in the activities; (placement) • Placement can, perhaps, have the most significant, lifelong affect on a child's life. Children need to be "included" rather than excluded. • "Inclusion" has been repeatedly documented as being the best placement for children with disabilities, and IDEA supports placement of children in the regular education classroom above all other placements.

13. Continuum of Services: In relation to "placement", this means a child can have any form of instruction she needs, from one-on-one instruction, before or after school tutoring, small group instruction in one or more subjects, to complete inclusion in the regular classroom with significant supports and services. • Whatever placement a child needs should be provided.

14. (5) Any modifications in administration of State or district-wide assessments of student achievement; This has to do with accommodating students in taking standardized tests. • (6) Dates for the beginning of services & modifications, and the anticipated frequency, location, and duration of services and modifications; • (7) How the child's progress will be measured;