DOES THIS MAKE SENSE?
Compliant Practices in IEP Writing
This course explores in depth the components of Individualized Education Programs (IEPs). Students will gain experience in writing all components of IEPs and as well as evaluate IEPs for compliance and best practice.
Assignment: Putting it together… PLAAFP, IEP Goal, Accommodation & Modification (what you have learn in this class of how to write a IEP).
write a IEP plan for Lisa
Lisa is a 5 years old girl in kindergarten, writing an IEP using those steps below.
Primary disability: Autism Spectrum disorder
Lisa Follows simple expectations to manage emotions and behaviors but may require reminders or assistance, particularly during more intense feelings or circumstances
-Present Level(s) of Academic Achievement and Functional Performance
The present levels of academic achievement and functional performance (PLAAFP) is an integrated summary of data from all sources including parents.
For
preschool children, describe how the disability affects the child’s participation in appropriate activities.
For
K-12 students, describe how the disability affects the child’s involvement and progress in the general curriculum.
In addition, during grade 9 and above, address the present levels of performance in each of the transition areas.
Include a statement of needs that result from the student’s disability that will be addressed within this IEP.)
1. Present Level pdf. (50 points)
1. Student Background Information
2. Student Strengths
3. Parent input
4. Current Functional and Academic Performance (lots of data here, and commonly where teacher input is included)
5. Student Needs / Areas of Concern (this is where the goal areas come from)
6. Impact of Disability on progress in student involvement and progress in general education settings.
2. Goals pdf. (25 points)
1. Two SMART goals ?
a. Measurable annual goal
b. How will progress toward meeting this annual goal be measured?
2. Two objectives or benchmarks
a. Benchmarks or short term objectives
3. Accommodations, Modifications pdf. (25 points)
1. 3 – Access, Engagement, & Expression
a. Accommodations, modifications and supports in general and/or special education
b. Program supports for school personnel
c. Supplementary aids and services in nonacademic and extracurricular activities and services
Unless otherwise stated, all services and supports are for the anticipated duration of the IEP.
The statement must indicate: 1) WHAT- the specific modification or support needed, 2) WHEN – the conditions that trigger the modification or support, 3) WHERE – the environment(s) in which the modification or support is needed, 4) WHO is responsible for implementing the modification or support. 5) FREQUENCY-how often does the modification or support occur, and 6) LOCATION-where does the modification or support occur.
Progress reporting
When and how will progress toward the annual goals be reported to the parents?
