Individualized Education Plan
The individualized Education Plan or the IEP is "the legal document that describes the educational services a student receives. IEP's vary from one child to another and from one school district to another. (Hallahan, Kauffman, & Pullan 2015)" Click the link below for some of the answers to the Georgia Department of Education IEP frequently asked questions.
Let's be SMART about our student's IEP's!
All of the following text is taken directly from: http://www.wrightslaw.com/bks/feta2/ch12.ieps.pdf
Fetaweb.com Pages 115-117. Author Unknown. For more information about SMART IEP's please click the link button "Fetaweb.com" under the picture to go to this site directly. For educational purposes only. No copyright intended. Is it Specific?
SMART IEPs have specific goals and objectives. Specific goals target areas of academic achievement and functional performance. They include clear descriptions of the knowledge and skills that will be taught and how the child’s progress will be measured. Look at these two goals. Which one is specific? A. Dylan will increase study skills for academic success. B. Dylan will demonstrate the following study skills: skimming written material and use reference materials in social studies class. Is it Measurable? Measurable means you can count or observe it. Measurable goals allow parents and teachers to know how much progress the child has made since the performance was last measured. With measurable goals, you will know when the child reaches the goal. Which of these two goals is measurable and observable? A. Owen will improve his reading skills. B. Given second grade material, Owen will read a passage of text orally at 110-130 wpm with random errors Is it Attainable? IEP goals include three components that must be stated in measurable terms: (a) direction of behavior (increase, decrease, maintain, etc.) (b) area of need (i.e., reading, writing, social skills, transition, communication, etc.) (c) level of attainment (i.e., to age level, without assistance, etc.) SMART IEPs use action words like: “The child will be able to . . .” Which of these goals is specific, measurable and includes action words? A. Betsy will decrease her anger and violation of school rules. B. Provided with anger management training and adult support, Betsy will be able to remove herself from environments that cause her to lose control of her behavior so that she has no disciplinary notices. Is it Relevant? SMART IEPs have realistic, relevant goals and objectives that address the child’s unique needs that result from the disability. SMART IEP goals are not based on district curricula, state or district tests, or other external standards. Which of these goals is specific, measurable and realistic? A. Kelsey will demonstrate improved writing skills. B. Kelsey will improve her writing and spelling skills so she can write a clear, cohesive, and readable paragraph consisting of at least 3 sentences, including compound and complex sentences that are clearly related. Is it Time-Limited? SMART IEP goals and objectives are time-limited. What does the child need to know and be able to do after one year of special education? What is the starting point for each of the child’s needs (present levels of academic achievement and functional performance)? Time-limited goals and objectives enable you to monitor progress at regular intervals. Scenario: Assume your child is in the fifth grade. Alex’s reading skills are at the early third grade level. Here is a specific, measurable, time-limited goal that tells you what Alex can do now and what he will be able to do after one year of special education: Present Level of Performance : Given third grade material, Alex reads 50-70 wpm with 4-6 errors. Annual Goal: Given fifth grade material, Alex will read 120 wpm with only random errors. To ensure that Alex meets his goal, we will measure his progress at nine-week intervals (4 times during the school year). After 9 weeks, given third grade material, Alex will read 110 to 120 wpm with 1-3 errors. After 18 weeks , given fourth grade material, Alex will read 70-100 wpm with 1-3 errors. After 27 weeks , given fifth grade material, Alex will read 70-100 wpm with 1-3 errors. At the end of the year , Alex will read 120 wpm with only random errors **IS IT SMART?** Components of the IEP![]() PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE also known PLOP includes the following:
How is it possible to know where you are going, or need to go, if you do not know where you are now? That is the basic principal of PLOP (Present Level of Performance) or what is now called PLAAFT (Present levels of Academic and Functional Performance. PLOP has several components: A. Results of initial or most recent evaluation and results of state and district assessments The purpose of using assessments is to determine the PLOP and possible challenges due to the student’s disability and to ensure that the student receives appropriate accommodations for the sake of the student’s progress. B. Description of academic, developmental and/or functional strengths C. Description of academic, developmental and/or functional needs D. Parental concerns regarding their child’s education E. Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities) What is performance? The term performance describes what the student knows or is able to do. The PLOP will/should describe what the student knows and is able to do, the unique needs that result from the disability that the student has, as well as the strengths and challenges. What is Functional Performance? Functional performance describes the student’s ability to do routine or daily living activities. This includes mobility skills, social skills, skills that build independence, and skills that can be utilized towards employment. Before writing an IEP, the student, teacher, parent/guardian, and other members of the IEP team should have some type of measurable start point to reference during the course of the student’s progression. Such example of this could be:
The Present Level of Performance provides the foundation of the rest of the IEP. It is also the best opportunity to include parents. Giving parents the opportunity to take a stand for their child provides them a sense of empowerment and a chance to collaborate with their child’s IEP team members.. The next best person to understand the student, aside from the student, is the parent. Having this collaboration works in favor for everyone. Goals
![]() The student’s goals must directly relate to the areas of need that were identified in the PLOP assessment and analysis. The greatest need should be priority and all other needs should follow suit by next greatest need. These needs should also be stated in measurable objective terms.
Measurable Annual Goals: Academic and/or functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum or to meet each of the child’s other educational needs that result from the disability. Short term objectives/benchmarks (necessary but not required according to IDEA 2004): Measurable, intermediate steps or targeted sub-skills to enable student to reach annual goals. The student needs to understand the goals, objectives, formative and summative assessments that are linked toward his or her progress. If the student is able to be involved in developing their own goals, allow them to do so. When a student understands his or her goals, it may have a positive affect as they can see what they need to do, why they are doing it, and how they are contributing to their educational life. This can also help with social and daily living skills. When writing goals, think quality over quantity. Writing an IEP can be intimidating and tedious as is. Adding multiple and sometimes redundant objectives/goals can make things confusing. Consider setting a goal for each umbrella of subject areas. For example, reading, math, social skills, and study habits. All IEP team members will play some part in carrying out the goals. Often times, the general education teacher and the special education teacher team up and are the most visible IEP members to the student. Sometimes, it may include a speech and language therapist, or a reading coach. Periodic reports on your child’s progress toward his IEP goals should be issued at least as often as those issued to parents of students without a disability, for example, at the same time report cards are issued. Whether or not progress is being made toward the IEP goals, the goals should be aligned with the state’s academic standards. Be mindful that goals and expectations should be appropriate and realistic. If progress is not being made, teachers should expect an IEP review meeting and make adjustments and modifications to the IEP as necessary. The parent must write a letter to the principal or the school district’s special education administration requesting such a review. Related Services are designed to enable a child with a disability to receive a Free Appropriate Public Education (FAPE) as described in the Individualized Education Plan and may be required to assist a child with a disability in special education. The most common forms of related services include speech and language therapy (usually instructed by a Pathologist), occupational therapy, physical therapy, and transportation services, however, there are some related services that you may not be aware of. According to SpecialEducationAdvisor.com, some related services can all of the following:
“Audiology which includes:
Medical Services which means services provided by a licensed physician to determine a child’s medically related disability that results in the child’s need for special education and related services. It does not include any services from a licensed physician after the child has been determined eligible for Special Education (the Medical Services exception) Orientation and Mobility Services which means:
Psychological Services which includes:
School health services means health services that are designed to enable a child with a disability to receive FAPE as described in the child’s IEP. School nurse services are services provided by a qualified school nurse. School health services are services that may be provided by either a qualified school nurse or other qualified person. Assistive technology devices and services. An assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. An assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” Supplementary Aids and ServicesAccording to the U.S. Department of Education Sec. 300.42 “Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with Sec. Sec. 300.114 through 300.116. (Authority: 20 U.S.C. 1401(33) )”
IDEA’s full requirement for identifying the supplementary aids and services a child will need and specifying them in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain: (4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child-- (i) To advance appropriately toward attaining the annual goals; (ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and (iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… [§300.320(a)(4)] Examples of Supplementary aids and services noted from the New York City IEP training modules: (http://www.p12.nysed.gov/specialed/formsnotices/IEP/training/module2_files/textonly/slide24.html) include “a note taker; assignment of paraprofessional staff (or a one-to-one teacher aide or assistant) or study guide outlines of key concepts. Program modifications and/ or adjustments may be used to describe a change in the learning environment, objectives, goals, or curriculum. For example, when a student with a disability is unable to comprehend all of the content an instructor is teaching. Examples include reduced number of assignments or alternate grading system. Another example noted from the NYC IEP training modules deal with accommodations. “Accommodations are adjustments to the environment, instruction or materials that allow a student with a disability to access the content or complete assigned tasks. Accommodations do not alter what is being taught. Examples include instructional materials in alternative format such as large print or Braille, fewer items on each page or extra time to complete tasks.” Some questions for consideration may include, but are not limited to: A) Does the student have behavior which impedes his/her learning or the learning of others? B) Does the student have Limited English proficiency? C) Does the student have blindness/visual impairment? D) Does the student have communication needs? E) Is the student deaf or hard of hearing? F) Does the student need assistive technology devices or services? G) Does the student require alternative format for instructional materials such as braille, large text, auditory, or electronic text |
LRE/ Service Delivery
The Service delivery component of the IEP must include the projected date for the beginning of the services (starting and ending dates), modifications (any changes), and the anticipated frequency (how often the student will receive services, number of times per day or week), location (where services will be provided such as in the general education or another setting such as a resource room) and duration of those services (how long each session will last such as the number of minutes).
The model IEP form developed by the Office of Special Education Programs (OSEP) at the U.S. Department of Education (2006) suggests the format shown below as a means of recording this information.
The model IEP form developed by the Office of Special Education Programs (OSEP) at the U.S. Department of Education (2006) suggests the format shown below as a means of recording this information.
Considering Extended School Year (ESY) Services
The IEP team should also consider whether or not a child needs to receive services beyond the typical school year. This is called Extended School Year or ESY services. Some children receiving special education services may be eligible for ESY services. States typically have guidelines for determining eligibility for ESY. Whether or not a child needs ESY in order to receive a free appropriate public education (FAPE) is a decision that is made by the IEP team.
References
U.S. Department of Education, Office of Special Education Programs. (2006). Model IEP form. Washington, DC: Author. Available online at: http://idea.ed.gov/static/modelForms
To learn more about delivery models, take a look at the handout of a sample IEP meeting I created that demonstrates what each model looks like and a brief description of each.
The IEP team should also consider whether or not a child needs to receive services beyond the typical school year. This is called Extended School Year or ESY services. Some children receiving special education services may be eligible for ESY services. States typically have guidelines for determining eligibility for ESY. Whether or not a child needs ESY in order to receive a free appropriate public education (FAPE) is a decision that is made by the IEP team.
References
U.S. Department of Education, Office of Special Education Programs. (2006). Model IEP form. Washington, DC: Author. Available online at: http://idea.ed.gov/static/modelForms
To learn more about delivery models, take a look at the handout of a sample IEP meeting I created that demonstrates what each model looks like and a brief description of each.
In addition to different teaching models, there are also different learning environment settings to consider:
Instruction OUTSIDE the general education classroom - The student with a disability receives instruction outside of the regular classroom in order to participate in specially designed instruction according to the IEP in a resource, modified self-contained, or self-contained setting.
Separate Class (also known as resource or pull-out) - The student receives instruction in a special education classroom for individualized instruction in their specific deficit area a portion of the day. The student spends part of the instructional day in the regular education setting.
Modified Self-Contained - The student with a disability spends more than half of the instructional day in the special education setting and some portion of the day in regular education; usually in non-academic classes such as art, music, or physical education, with or without support.
Self-Contained - The student with a disability is instructed entirely in the special education setting.
Separate Program - The student with a disability is provided special education instruction in a separate building and/or program.
Home-based Special Education Instruction – A special education teacher provides instruction at the home (or other designated area) of those students for whom the IEP team has determined such services are appropriate.
Hospital/Homebound Instruction - A special education teacher provides instruction at the home of a student with a disability or at the hospital for a period of time according to the IEP. The student must have a medically diagnosed condition that significantly interferes with their education and a licensed physician must verify that their medical condition prohibits them from attending school for a minimum of 10 consecutive days.
Community Based Instruction - Vocational instruction is provided at various vocational sites throughout the community according to the IEP.
Instruction OUTSIDE the general education classroom - The student with a disability receives instruction outside of the regular classroom in order to participate in specially designed instruction according to the IEP in a resource, modified self-contained, or self-contained setting.
Separate Class (also known as resource or pull-out) - The student receives instruction in a special education classroom for individualized instruction in their specific deficit area a portion of the day. The student spends part of the instructional day in the regular education setting.
Modified Self-Contained - The student with a disability spends more than half of the instructional day in the special education setting and some portion of the day in regular education; usually in non-academic classes such as art, music, or physical education, with or without support.
Self-Contained - The student with a disability is instructed entirely in the special education setting.
Separate Program - The student with a disability is provided special education instruction in a separate building and/or program.
Home-based Special Education Instruction – A special education teacher provides instruction at the home (or other designated area) of those students for whom the IEP team has determined such services are appropriate.
Hospital/Homebound Instruction - A special education teacher provides instruction at the home of a student with a disability or at the hospital for a period of time according to the IEP. The student must have a medically diagnosed condition that significantly interferes with their education and a licensed physician must verify that their medical condition prohibits them from attending school for a minimum of 10 consecutive days.
Community Based Instruction - Vocational instruction is provided at various vocational sites throughout the community according to the IEP.