Development of the IEP

These include:

• Living independently
• Enjoying self-determination
• Making choices
• Making contributions to society
• Pursuing meaningful careers
• Enjoying integration

9 components in an IEP

• Child's present levels of academic achievement and functional performance
• Measurable annual goals
• Descriptions of the child's progress toward meeting annual goals and when periodic reports will be provided
• The special education and related services and supplementary aids they will receive

9 components of an IEP cont...

• An explanation of the extent to which the child with not participate in general education classrooms and activities
• Individual appropriate accommodations to measure academic achievement and functional performance
• Projected date for beginning of the services and modifications
• Transition Services
• Transfer of rights at age of majority

*Present levels of academic achievement and functional performance must include a statement of how the disability the child has affects their involvement and progress in the general education curriculum.*

If it is determined that a child cannot participate in state and district wide assessments, the IEP must include why the assessment isn't appropriate for the child and how the child will be assessed.

Special factors for the IEP team to consider

• Behavior strategies if their behavior affects theirs or the surrounding classmates
• Language needs if they have limited English proficiency
• Providing instruction in Braille needed
• Communication needs of the child
• If assistive devices and services are needed

Section 1-Background Information

• Purpose of meeting
• Students name, age, address, county, gender, race, and grade
• Dominant language of student
• Date of initiation of services
• Projected date of review
• Date of eligibility
• Date for reevaluation
• Medical alerts
• Parent/guardians name, address, phone number, dominant language

Section 2 is present levels of performance and individual needs. It has four subsections.

4 subsections of Section 2

• Academic/educational achievement
• Social development
• Physical development
• Management needs

Section 3-Long-term adult outcome statement
-Postsecondary education/training
-Employment
-Community living

Section 4 is measurable annual goals and short-term instructional objectives.

Section 5, special education programs and related services/program modifications has 6 subsections.

6 Subsections of Section 5

• Special education and related services
• Extended school year programs/services
• Supplementary aids and modifications of supports for the student
• Assistive devices or supports needed
• Program modifications or supports for school personnel that will be provided
• Individual testing modification(s)

Section 6 is participation in general education classes and nonacademic and extracurricular activities.

Section 7 is participating agencies for students who require transition services.

Section 8 would explain

• Instruction
• Related services
• Employment/postsecondary education
• Community experience
• Activities of daily living
• Functional vocational assessment

Section 9 is graduation information for secondary students and includes 1) credential/diploma sought, 2) expected date of high school completion, and 3) credits earned to date.

Sec. 10-Summary of Selected Reccomendations

• Classification of disability
• Recommended placement for September to June
• Extended school year services
• Recommended placement for July and August
• Transportation needs

Section 11 is reporting progress to parents. This will include textbook tests, quizzes, and standardized tests, review of report cards, and contact with classroom teachers on an ongoing basis.

A lot of time will be spent creating and reviewing IEP's in the life of a special education teacher. This chapter really lays out what all you can expect to see in an IEP and what a special education teacher will need to find out and add to the IEP. This chapter is great to read before our IEP project.