Developing a quality IEP

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Developing a quality IEP
Evaluation Initial or Reevaluation
Eligibility Determination
Placement Initial or Annual
IEP Initial Review
Presented by Pearl Green and Becky Clark
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IEP Components

• Demographic data
• Service summary
• Consideration of special factors
• Nonparticipation justification
• Consideration for extended School Year
• Information for transition age students
• Present Level of Educational performance
• Annual goals and short-term objectives
• Progress reporting information
• Participation in statewide assessment
• Participation in district wide assessment

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Present Level of Educational Performance

• the strengths of the student
• the concerns of the parents for enhancing the
  education of their child
• the results of the initial or most recent
  evaluation
• as appropriate, the results of performance on
  State or district-wide assessment
• for students age 14 and older, considers the
  students preferences, needs, interests, and
  post-school outcomes
• how the students disability affects involvement
  and progress in the general curriculum.

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Information for Students of Transition Age

• Transition Service Needs Starting at age 14, and
  updated annually, describe students anticipated
  course of study.
• Transition Services For students age 16 years
  old, or younger when appropriate, document
  needed transition services. These services are
  part of a long-range plan that coordinates the
  last years of high school and the years
  immediately following high school.

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Consideration of Special Factors

• Consider for ALL students
• assistive technology services and/or devices
• AND
• communication needs

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Special factor considerations required in those
circumstances in which they are appropriate,
include

• Students for whom behavior is an issue
• Students with limited English proficiency
• Students who are blind/visually impaired and
• Students who are deaf/hard of hearing.

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Annual Goals

• Identify the measurable annual goals

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Short-term objectives

• Develop measurable short-term objectives based on
  annual goals

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How will progress be reported to parents?

• Include in the IEP
• Reporting period(s)
• Criteria and evaluation measures

• Progress Reports
• Indicate goal progress
• Identify extent that progress is sufficient to
  meet the goal

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Statewide Assessment

• Discussing and documenting the Teams decisions
  regarding how the student will participate in
  Statewide Assessment

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Districtwide assessment

• Discussing and documenting the Teams decisions
  regarding how the student will participate in
  Districtwide assessment (if applicable)

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Nonparticipation Justification

• Describes extent of removal
• Provides justification for the removal

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Extended School Year?

• Prevent regression
• Facilitate recoupment
• Directly tied to IEP goals
• Individualized.

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Services Summary

• For each service, identify
• Amount/frequency of the service
• Anticipated location
• Starting Date
• Ending Date

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Specially Designed Instruction

• Document each area for which specially designed
  instruction (e.g., reading, math, vocational,
  travel training) is required

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Related Services

• Identify any related services to be provided

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Supplementary Aids/Services Modifications
Accommodations

• Identify the supplementary aids services
  modifications and/or accommodations to be
  provided.

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Supports for School Personnel

• Supports for school personnel (e.g., specified
  training to be provided to a teacher) provided on
  behalf of the student

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Developing a quality IEP
Eligibility
IEP
Evaluation

• PowerPoint Presentation available online
• http//www.ode.state.or.us/sped/iep/iepform.htm