Individual Education Plans 101

D E V E L O P M E N T O F A C O M P L I A N T A N D I N S T R U C T I O N A L LY R E L E VA N T I E P

C O U R T N E Y WA R DN O V E M B E R 2 0 1 0

Individuals with Disabilities Education Improvement Act (IDEIA)

Guides the administration of special education

Components: Least Restrictive Environment

Free Appropriate Public Education

Child Find

Individualized education (IEP)

Nondiscriminatory evaluation

Due process

Child Find

Schools are responsible for: Identifying individuals with disabilities Providing a quality education to individuals with disabilities

Our process:1. Referral to Child Study Intervention Team2. Intervention implementation (appropriate timing)3. Review of response to intervention4. Referral to Child Study Team5. Assessments of cognitive, processing, and language skills6. Review of eligibility for special education services7. Development of an IEP

Present Level of Performance

Statement of the child’s present level of academic and functional abilities

Description of the impact the child’s disability has on performance in the general education classroom

Clear explanation of administered tests and resultsIncludes:

strengths the unique needs of the child parental concerns

What is S.M.A.R.T.?

S.M.A.R.T. is an acronym to describe appropriately written goals and objectives

This applies to IEPs, as well as daily objectives taught by regular education teachers

Vague Goals

Increase study skills for academic success

Highlight 80% of key words in test questions 4 out of 5 opportunities

Circle 100% of numbers and number words in math problems 4 out of 5 opportunities

Writing IEP Goals

S.M.A.R.T. Goals

Goals

Academic and functional goalsDesigned to meet the child’s specific needsAddress the skills that keep the child from full

involvement and progress in the general education classroom

Written annuallyS.M.A.R.T. goals

specific, measurable, achievable, relevant, timely

Objectives

Benchmarks for achieving annual goalsSmaller, intermittent steps to achieving broader stated

goalsMeasurableWritten annuallyS.M.A.R.T. objectives

Specific, measurable, achievable, reliable, timely

Related Services

Additional services that would enable the child to be successful on annual goals and objectives

Generally appears as: Speech/language services Accommodations Modifications

Accommodations

Accommodations Services that allow students

to make goals Same academic level as non-

disabled peers Same SOLs and objectives Same ending, different route

Generally appears as: Read aloud Math aids (calculator, 100s

chart, number line) Extended time Multiple test session Graphic organizers Preferential seating Color-coding Tracking sheets

Modifications

Modifications Services that allow students

to make goals Different academic level as

non-disabled peers Amended SOLs and objectives Different ending, different

route

Generally appears as: Changes to curriculum Reduced depth or breadth of

what students are learning in the general education classroom

Least Restrictive Environment

Explains why students are not in the general education classroom

Explains when students will be in the general education classroom and to what extent

Keep in mind: We want students to be educated to the fullest extent possible

with their non-disabled peers. Inclusion and collaborative instruction are a mindset. We must

believe them to be successful in order for these theories to work. Self-containment and pull-out must be justifiably in the best

interest of the child’s progress on stated goals and objectives.

Assessments

Participation of state and district-wide assessmentsCounty assessments:

PALS – Phonological (Grades K-3) DRA – Developmental Reading Assessment (Grade K-5)

State assessments: SOLs – Standards of Learning Assessments (Grades 3-5) VGLA – Virginia (Grades 3-5) VAP – Virginia (Grades 3-5)

Dates

Statement of beginning and ending dates of services covered in the IEP A new IEP must be developed before the ending date of the

current IEP Out of date IEP = Out of compliance

Frequency, duration, and location of services providedDates of progress reports

generated to outline child’s progress on goals and objectives within one year period

Closing

Who: All instructional staffWhat: Must uphold provisions of IDEIA and IEP goals

of all students with disabilitiesWhen: Each yearWhere: All instructional and functional areas of the

school (including breakfast, resource, lunch, recess, transportation)

Why: To provide the best-fit instructional program for the progress of students with disabilities

Discussion

The presentation gives a concise but informative review of an effective IEP, especially key areas that regular education teachers must be aware of, including PLOP, goals, and objectives. Understanding effective, S.M.A.R.T. goals will help all teachers be aware of what they should expect from students with and without disabilities.

A message of compliance resonates throughout the presentation. Teachers are made to understand what is expected under the laws as well as for the best of student performance.

Upholding the provisions of IDEIA is the responsibility of all instructional staff. This collective responsibility is necessary to ensure students with disabilities are appropriately served.