BEWARE: Commonly Found IEP Errors

1. BEWARE:Commonly Found IEP Errors

2. Caution Areas A) IEP 1 - Student Strengths and Key Evaluation Results Summary B) IEP 2 -How does the disability(ies) effect progress (PLEP) C) IEP 2 - Accommodations/Specially Designed Instruction D) IEP 6 - Non-participation Justification E) IEP 7 - State and District-wide Assessment

3. A) IEP 1 - Student Strengths and Key Evaluation Results Summary Must include information on the student’s : • Strengths • Areas of interest • Significant personal attributes • Personal accomplishments • Student’s type of disability(ies) • Performance in general education and MCAS • Summary of assessment results relative to suspected disability(ies) • If not an initial IEP, achievement toward goals and lack of expected progress, if any

4. B) IEP 2 - How Does the Disability(ies) Affect Progress in the Curriculum Area(s) and/or Other Educational Needs? The Present Level of Educational Performance (PLEP) Statement must include: • Impact of disability(ies) on the student’s ability to access and progress in the general curriculum. • Information about what the student can currently do, and how this compares to what is expected (what same age peers can do).

5. B) IEP 2 - PLEP Statement The PLEP Statement should facilitate instructional planning by providing a bridge from the evaluation process and results, to instructional interventions.

6. C) IEP 2 - Accommodations and Specially Designed Instruction are different! • Accommodations are typically available in the general education classroom and do not change the standard of performance or the core content of the work. • Specially Designed Instruction is the modification of content, methodology, (delivery of instruction), and/or performance criteria – to address the unique needs of the student that result from the student’s disability; and to ensure access of the child to the general curriculum.

7. C) IEP 2 - Accommodations Typically available in the General Education Classroom Examples PHYSICAL ARRANGEMENT OF ROOM: ____seating student near the teacher ____seating student near a positive role model LESSON PRESENTATION: ____ providing visual aids, large print, films ____ providing written outline ASSIGNMENTS/WORKSHEETS/TEST TAKING: ____ giving extra time to complete tasks ____ simplifying complex directions ____ handing worksheets out one at a time ORGANIZATION: ____ assigning volunteer homework buddy ____ allowing student an extra set of books at home

8. C) IEP 2 - Specially Designed Instruction Specially Designed Instruction • Modifications not regularly provided by general education teachers in the general education class • Designed by an appropriate credentialled special educator Specially Designed Instruction • Describes a modification in content • Describes a modification in Methodology/Delivery of Instruction • Describes a modification in individual performance criteria

9. D) IEP 6 - Non Participation Justification 1) How the student’s disability interferes: • with his/her ability to be educated in the general education classroom • with his/her ability to participate in activities in the general education environment. 2) How the removal benefits the student

10. D) IEP 6 - Non Participation Justification Cautions and Connections • Non Participation Justification must not: • be based on lack of personnel or space • include the potential placement • Non Participation Justification must: • connect to Part C of the Service Delivery Grid - IEP 5

11. E) IEP 7 - State and District-wide Assessment Accommodations for State (MCAS) and District-wide Assessments MUST MIRROR Accommodations used for assessments in the student’s classroom