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IEP

IEP. Lecture Notes. IEP. Required for each student with a disability. Outlines services provided. Assures that children with disabilities receive FAPE. Developed in accordance with procedures. Must be individualized. Participants at Meeting. Child’s parents. General education teacher.

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IEP

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  1. IEP Lecture Notes

  2. IEP • Required for each student with a disability. • Outlines services provided. • Assures that children with disabilities receive FAPE. • Developed in accordance with procedures. • Must be individualized.

  3. Participants at Meeting • Child’s parents. • General education teacher. • Special education teacher. • LEA representative: • Qualified to provide or supervise provision of special education. • Knowledgeable about general curriculum. • Can commit resources.

  4. Continued... • Person who can interpret the evaluation and instructional implications. • Others, at the discretion of parents and the school. • Child, when appropriate.

  5. IEP Components • Present levels of performance • Annual goals • Benchmarks/short-term objectives • Special education services to be provided: • Related services • Supplementary aids and services • Program modifications

  6. Continued... • Extent to which a child will not participate in general education. • Date for initiation, frequency, location and duration of services. • How progress toward goals will be measured and reported.

  7. Continued... • Transition • Age 14: Needs focusing on child’s program of studies. • Age 16: Statement of needed transition services, including interagency responsibilities. • One year before maturity: Statement that child was informed of their rights.

  8. Continued... • Modifications in administration of state and district assessments of student achievement. If student is not participating, you must tell why not and how achievement will be assessed.

  9. In Developing • The team must include: • Strengths of the child. • Parent input. • Results of the most recent evaluation. • Child’s performance.

  10. Other Factors • If behavior impedes the child’s learning, the team must consider positive behavioral interventions, strategies and supports to address that behavior. • Consider language needs, if limited English proficiency.

  11. Continued... • For blind or visually impaired children, Braille instruction must be considered. • Communication needs of the child. • Appropriate assistive technology.

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