IEP Components

1
IEP Components

• when completed, act much like a blueprint does in
  building a home or landscape design.

2
Does the IEP Answer 3 Questions?

• 1. What are the students areas of need?
• 2. How will the district and IEP team build on
  the students strengths and address needs?
• 3. What accomplishments and evidence will
  indicate student progress?

3
Demographic Information

• General Student Information
• Birth Date
• Native Language
• Race/Ethnicity
• Parent Information
• Contact Information
• Native Language

4
Documentation of Participants

• The district provides a method to document IEP
  team members and their presence at the planning
  meeting.

5
IEP Team Must Consider .

• Idaho Standards for Excellence/ District
  Standards which meet state standards
• The strengths of the student
• Information of the parent/adult student
• Results of the initial/most recent formal and
  informal evaluations
• The students performance on any general state or
  district-wide assessment program and
• Any additional evaluation needs.

6
What Do the Standards Tell Us?

• What should students know/do?
• What shall we teach?
• How will they learn it?
• How shall we teach it?
• How will we know if they know it?

7
What Do We Need to Know?

• All educators and students must know the
  standards, content skills, and knowledge needed
  by the students they are responsible to teach.

8
Decision Consequences

• Diploma Type
• Graduation
• Acceptance to College
• Career Choice
• Achievement Standards Accountability 2005

9
Where Are the Standards?

• www.sde.state.id.us/
• osbe/exstand.htm

10
Information from Standards

• Review standards for chronological age/grade.
• If student is functioning significantly below
  grade level, review standards for functioning
  level/grade.
• Determine whether the student will achieve
  standards through a life skills/functional
  approach, through accommodations, or through
  adaptations.

11
Defining Accommodations and Adaptations Related
to Standards

• Accommodations
• Changes in curriculum, instruction, or assessment
  format or procedures that enable students with
  disabilities to access general education and
  demonstrate their abilities
• Adaptations
• Changes that fundamentally alter content
  standards, curriculum, or assessment

12
Aligning with Achievement Standards

• Identify the content standards that address the
  need area. For preschool, refer to developmental
  milestones.
• Identify areas of need.
• Determine areas in which the student needs
  specialized instruction.
• Identify the accommodations, adaptations, and
  supports necessary for the student to participate
  in the general education or functional curriculum.

13
Achievement Standards Decisions
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Present Level of Performance (PLOP)describes.

• How the disability affects the students
  involvement and progress in the general education
  curriculum, or for preschool children,
  appropriate activities.
• The students current performance in an area of
  need from a variety of sources, including...
• assessment information
• general education classroom
• parents
• the student

15
Three Parts of a PLOP

• 1. The students current performance in clear,
  objective, measurable terms
• 2. How the disability affects the students
  involvement and progress in the general education
  curriculum, or for preschool children,
  appropriate activities
• 3. Current needs relative to long- range goals,
  particularly post-school goals for secondary
  students

16
What is a Goal?

• Annual goals are measurable statements that
  describe what a student can reasonably be
  expected to accomplish within one school year.

17
IDEA, Federal Regulations,Sec. 300.347 (a)(2)

• (2) A statement of measurable annual goals,
  including benchmarks or short-term objectives,
  related to-
• Meeting the childs needs that result from the
  childs disability to enable the child to be
  involved in the general curriculum or for
  preschool children, as appropriate, to
  participate in appropriate activities.
• Meeting each of the childs other educational
  needs that result from the childs disability.

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Idaho Special Education Manual

• Measurable annual goals
• Relate to needs described in the PLOP.
• Describe what a student will accomplish in one
  year.
• Enable involvement in the general education
  curriculum and address other educational needs
  resulting from the disability.
• Include behavior, performance criteria, and
  evaluation procedure.

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Annual Goals Include

• Behavior - the skill or action to be performed
  and monitored
• Performance criteria - how well the student will
  perform the skill using a standard of performance
  such as rate, frequency, accuracy, time/duration
• Evaluation Procedure - the method or tool that
  will be used to measure progress

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Benchmarks/ Objectives
are measurable, intermediate steps between the
present level of performance and the goal.
21
Benchmarks/ Objectives

• Two or more benchmarks/objectives are written for
  each goal. They must be steps to accomplishing
  the goal and tell us...
• How far the student will progress.
• By when the student is expected to meet the
  benchmark/objective.

22
Progress Towards Goals

• The IEP must include a statement describing
• how the parent will be informed of the students
  progress toward the annual goals
• the extent to which that progress is sufficient
  to achieve the annual goal and
• how often progress will be reported.

23
Sample Progress Report
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Ways to Measure Progress

• Observations
• Classroom
• Playground
• Community
• Interview/Survey
• Families,Teachers, Student, etc.
• Assessment of Performance
• Portfolios
• Criterion Reference
• Curriculum Based Measure
• Employer Evaluation

25
Additional IEP Componentsfor Secondary
Education and Transition

• Post-School Goals
• Parent-Approved Student Learning Plan
• Statement of Transition Service Needs
• Statement of Needed Transition Services
• High School Graduation
• Transfer of Rights

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SecondaryTransition should

• Help students and families think about their
  lives after high school.
• Identify long range goals.
• Design the high school experience to ensure
  students obtain the skills and connections they
  need to achieve those goals.

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IEP Team Members

• Additional IEP team members for
• students age 14 to 21 years old include
• Student
• School Counselor
• Adult Agencies
• Vocational Rehabilitation
• Mental Health
• Developmental Disabilities

28
Transition Services

• The term transition services means a
  coordinated set of activities for a student with
  a disability that
• is designed within an outcome-oriented process
• is based on the individual students needs,
  taking into account the students preferences and
  interests and
• promotes movement from school to post-school
  activities.

29
Post-School Goals

• No later than age 14 years
• Developed through the IEP planning process
• Based on assessment of vocational, academic
  and/or daily living skills
• Identifies what the student will be doing after
  graduation
• Are reviewed each year and modified as needed

30
The Parent-Approved Student Learning Plan

• Identifies the students post-school goals and
  high school courses the student will need to meet
  his/her goals.
• Is developed through the school counseling
  department by the end of eighth grade.
• Is used as the course of study required as part
  of the IEP.

31
The Statement of Transition Service Needs

• Identifies a course of study and activities that
  are needed to assist the student in meeting
  his/her post-school goals.
• Is reviewed annually.
• Includes the Parent-Approved Student Learning
  Plan.

32
A Statement of Needed Transition Services

• Must be developed and reviewed annually beginning
  at age 16 years.
• Builds on the previously developed post-school
  goal and statement of transition services to
  identify the community and agency linkages the
  student will need to achieve the goal.

33
High School Graduation

• The discussion must occur at least one year
  before graduation is anticipated, BUT should
  begin at age 14 years with the development of the
  course of study.
• Document on the IEP any accommodations or
  adaptations to district graduation requirements,
  including functional curriculum. These must be
  approved by the IEP team, including the High
  School Principal.

34
Graduation and Eligibility Until Age 21

• Students whose graduation requirements include
  adaptation to state or district graduation
  requirements are entitled to education and
  special education services until they reach 21
  years of age, or until they complete graduation
  requirements without adaptations.

35
Transfer of Rights

• No later than the students 17th birthday, the
  IEP team considers if special education rights
  will transfer to the student at age 18.
• Inform the student of special education rights
  they will obtain at age 18.
• Document on the IEP that the student has been
  informed of their special education rights.

36
Transition Processat Age 14 Years
37
Transition at Age 16 Years