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How to Write an IEP

How to Write an IEP. Amy A. Peterman ADMS 625 Summer 2014. Notification. 10 days notice to parents prior to meeting School and parents must agree on time and place of meeting.

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How to Write an IEP

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  1. How to Write an IEP Amy A. Peterman ADMS 625 Summer 2014

  2. Notification • 10 days notice to parents prior to meeting • School and parents must agree on time and place of meeting. • School can meet if the parents cannot attend. School has to wait 10 days if parents don’t attend so they can provide feedback if necessary.

  3. Attendees • Parents • Student • General Education Teacher • Special Education Teacher • School representative (usually an administrator) • Outside agencies

  4. 6 Principles for IEP’s • The IEP team works together to develop the plan. • The IEP shows that the students is receiving a Free and Appropriate Public Education (FAPE). • The IEP shows the student’s and family’s vision for the future. • The IEP has the Least Restrictive Environment in mind. (LRE) • The IEP team makes sure the goals are tied to the general education curriculum. • The IEP is checked regularly throughout the year and changes are made if needed.

  5. What’s in the IEP? • How the student is doing now • Annual goals: what will he learn this year and how will this progress be measured? • Short Term objectives • How much time will the student be out of the general education classroom, if any? • Changes to curriculum and/or teaching methods • Assistive technology • Behavior management • Related services: PT, OT, Speech • Assessments • ESY • Transition Services: after age of 16 • Rights after age of 18

  6. Remember to be SMART!! • SPECIFIC: specific goals and objectives • MEASURABLE: measurable goals and objectives. You can COUNT or OBSERVE it, • ACTION WORDS: direction of behavior, area of need, level of attainment • REALISTIC AND RELEVANT: the goals and objectives address the child’s unique needs that result from the disability. • TIME LIMITED: What does the child need to know? What is the starting point?

  7. Present Levels of Performance The IEP meeting must start with how the student is doing now: strengths and weaknesses. What is going well and what is the student having a difficult time understanding.

  8. IEP Goals • Measurable • They need to make sense • Tied to the general education curriculum for the age and grade of the student • Based on student’s assessed needs • How will the goals be worked on throughout the day • Teaching methods, materials, equipment • Must be changed if the student is not learning.

  9. Goal or Objective? • A GOAL is what you expect the student to learn this school year. • An OBJECTIVE are the short steps to achieve the annual goal. • MEASURABLE goals: What is the student expected to learn? When will the student learn it by? How often will he work on the goal? Percentage it is learned, who will teach it?

  10. 3 Questions??? • Is the goal meaningful to the student? • Is it a natural part of the school day? • Is it tied to the general curriculum for that grade and that age of the student?

  11. Other Decisions? • Transportation: seat belts, air conditioning, harness • Limited English speaker • Deaf, hearing impaired or visually impaired • What other services or accommodations might be needed?

  12. Accommodation or Modification? • Accommodations are used when the student is expected to learn the SAME curricular content, but the student may be taught in a different way. (visual cues, quiet place, fewer problems) • Modifications are used when the student is expected to learn less or different curricular content.

  13. Behavior and Discipline • If behavior is an issue, a functional behavior assessment or behavior plan should be in place. • The focus should be on changing the behaviors and not punishment.

  14. Assessments • The IEP team must decide if the student will take district and state assessments or a state assessment with modifications that the state has approved. • Alternative assessments may also be an option.

  15. Time • How often will the services occur? • How long? • How many weeks? • Where will the services take place?

  16. Extended School Year • The IEP team must decide if ESY is needed • Reasons: missing school due to illness, student may take longer than average to catch up, a break in a behavior plan or therapy session. • A disadvantage of this is that often times the teachers and therapists in ESY are different that the regular school year.

  17. Parental Concerns and Placement • After the goals are done, ask parents if there are any questions or concerns. • If there are the IEP team must discuss. • Unless the team decides otherwise, there must be an IEP goal to address parental concerns. • This is the last thing the team decides. • IDEA calls for the Least Restrictive Environment (LRE). Any time a student is out of the general education setting, the IEP must explain why.

  18. IEP Video • http://www.youtube.com/watch?v=FU3dGQWZzx8&edufilter=Db24N54Eu_vpe4P65Iz5FA&safe=active

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