Writing an IEP

WRITING AN IEP

The Individual Education Program (IEP) is a plan that allows every child to reach academic success regardless of physical, learning, developmental, or mental disabilities. If students with special needs are to achieve the academic or an alternative curriculum to the best of their ability and as independently as possible, the professionals involved in the delivery of their programming must have an IEP in place.

An IEP defines the individualized objectives of a child who has been determined to be eligible because of a disability, as defined by federal regulations. The IEP is intended to help these children reach educational goals by tailoring the learning process to the individual student's needs as identified by the IEP evaluation process, and must especially help teachers and all related service providers understand the student's disability and how it affects the learning process.

WHAT IS AN IEP?

The IEP describes how the student best learns, how the student best demonstrates that learning, and what teachers and service providers will do to help the student learn more effectively.

Developing an IEP requires: assessing students in all areas related to the known

disability/ies, considering ability to access the general curriculum, considering how the disability affects the student’s

learning, forming goals and objectives that correspond to the needs

of the student, choosing a placement in the least restrictive

environment possible for the student.

WHAT IS AN IEP?

An IEP is meant to ensure that students receive an appropriate placement, not "only" special education classrooms or special schools.

It is meant to give the student a chance to participate in "normal" school culture and academics as much as is possible for that individual student. In this way, the student is able to have specialized assistance only when such assistance is absolutely necessary, and otherwise maintains the freedom to interact with and participate in the activities of their school peers.

WHAT IS AN IEP?

Before an IEP is written for a child with a disability, the school must first determine whether the child qualifies for special education services. To qualify, the child's disability must have an harmful effect on the child's educational progress. Merely having a disability is not sufficient for eligibility.

To determine eligibility, the school must conduct a full evaluation of the child in all areas of the suspected disability. Based in part on the results of the evaluation, school employees, educational members, parents, and other interested parties, meet to review the results and the child's current level of performance and to determine whether special education services are needed.

IEP ELIGIBILITY

If the child is found eligible for services, the school is required to convene an IEP team and develop an appropriate educational plan for the child. The IEP should be implemented as soon as possible after the child is determined eligible. IDEA does not state specific timeframes for each step. However, some states have added specific timelines that schools must follow for the eligibility, IEP development, and IEP implementation milestones.

If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Michigan Law dictates that the IEP team must meet to write an IEP for the child within 30 days of determined eligibility.

IEP ELIGIBILITY

The Specific Disabilities covered under IDEA; Autism Blindness Deafness Emotional disturbance Hearing impairment Intellectual disability Multiple disabilities Orthopedic or Mobility impairment Other health impairment (including ADHD) Specific learning

disability (including dyslexia, dyscalculia and dysgraphia, among others)

Speech or language impairment Traumatic brain injury Visual impairment, including blindness

IEP ELIGIBILITY

IEP ELIGIBILITY

Statistics for the state of Oregon from 2008 - 2012 from Oregon State Department of Education

The IEP team must include the student and student's parent(s) or guardian(s), a special education teacher / case manager, at least one regular education teacher, a representative of the school or district who is knowledgeable about the availability of school resources, and an individual who can interpret the instructional implications of the child's evaluation results (such as the school psychologist).

The parent or school may also bring other individuals who have knowledge or special expertise regarding the child. The parent may invite professionals who have worked with or assessed the child, or someone to assist the parent in advocating for their child's needs, such as a parent advocate or attorney.

IEP TEAM

If appropriate, the child may also participate in IEP team meetings. IDEA requires that all children 14 and older be invited to be part of their IEP team.

Although not required, if the child is receiving related services (such as speech therapy, music therapy, physical therapy or occupational therapy), it is often considered valuable for related service personnel to attend the meeting or at least provide written recommendations concerning the services in their area of specialty.

IEP TEAM

1. IEPs Must Have Statements of Present Levels of Educational Performance

Every IEP must include a description of the child's skills in all areas of concern and explain how the disability affects his progress in the general education curriculum. Statements should address academics, life skills, physical functioning, social and behavioral skills, and any other areas of concern affecting the child's ability to learn. IEP teams typically use formal assessment to determine the child's functioning and establish a baseline of performance. The team may also use anecdotal information and progress data from the child's classroom teachers, parents/caretakers and others to describe the child's skills.

EIGHT ESSENTIAL ELEMENTS TO A SUCCESSFUL IEP

2. IEPs Should Include Statements of Measurable Short Term and Annual Goals

The IEP must contain statements of a child's goals that are updated at least on an annual basis. Goal statements specify what the child is expected to learn in the coming year. Goals include academic skills and may also include functional skills as appropriate. For children who participate in functional skills programs and who take alternate assessments, the IEP must also contain measurable short-term objectives that will be used to measure the child's progress toward reaching their annual goals.

An IEP goal describes what we hope the child will achieve, or the intended outcome of instruction. The outcome is stated as an action we expect to see.


Goals must be measured in an objective way. A goal must establish a criterion for acceptable mastery. Standardized tests, informal assessments, tallies, checklists are examples of measures used to measure a child’s progress toward the goals.


4. Individual Education Programs Need a Description of Special Education Services

The IEP must include a description of the student's special education program, specially designed instruction, and related services the child will receive to help them progress toward meeting their educational goals. The amount of time they will receive services and the setting must also be described.

Specially Designed Instruction includes, but is not limited to;• General Accommodation• Behavior Expectations• Strategies and Specific Accommodations• Resources• Frequency of Services• Location in which Services will be provided• Additional Comments


5. Statement of Participation in the Regular Education Program

To ensure that children are educated in the least restrictive environment to the greatest extent appropriate, the IEP team must consider if and how the child will participate in the general education program with non-disabled children. The IEP must specify the amount of time a child will participate in regular education programs and explain the rationale for that decision.

IDEA requires state and local education agencies to educate children with disabilities with their non-disabled peers to the maximum extent appropriate. A child can only be placed in a separate school or special classes if the severity or nature of the disability is such that appropriate education cannot be provided to the child in the regular classroom, even with the use of supplementary aids and services. When determining placement, the starting assumption must be the student's current academic level and needs as evident by the disability.


A few of the placement settings include the general education classroom, resource class, separate class, and other settings, which include separate schools and residential facilities.

The general education classroom is seen as the least restrictive environment. In addition to the general education teacher, there will also ideally be a Special Education teacher. The special education teacher adjusts the curriculum to the student's needs. Most school-age IEP students spend at least 80 percent of their school time in this setting with his or her peers. Research suggests student's with special needs benefit from being included in general education and from participation in the general education curriculum.


6. IEPs and Testing - Statement Describing Testing Adaptations and Modifications

The IEP must explain what types of testing adaptations and modifications will be used with the student and why they are necessary. If the child will participate in alternate assessment, the rationale for that decision must be included in the IEP.

Examples of adaptations include; Oral rather than written quizzes Use of an in-class sign language interpreter Extended time for tests and assignments Use of a word processor or laptop Taking tests in a quiet room


7. Statement of Length and Duration of Services - Services Must be Explained

The IEP must include a projected beginning and ending date of services, the frequency of the services, where they will be delivered, and how long they will be provided.


8. IEP Statement of Transition - Preparations for Adult Life and Independence

Beginning no later than age 16, the IEP must include measurable goals for the student's anticipated postsecondary program and a description of the services needed for the child to reach those goals. Transition goals and services focus on instruction and support services needed to help the child move from the school environment and into a job, advocate for themselves in college, vocational program, or other program designed to promote independent living.


INCLUSION

Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting. If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.

IEP PLANS MUST HAVE PARENT CONSENT

“Individual ized Education Program” Wikipedia http:/ /en.wikipedia.org/wiki / Individual ized_Education_Program

“IDEA – the Individuals with Disabi l i t ies Education Act” National Resource Center on AD/HD Eduhttp: / /www.help4adhd.org/en/education/r ights/ idea

Heighton, Ruth. “Wri t ing IEP Goals” http:/ /www.wrightslaw.com/info/goals. lesson.heit in.htm

Friend, Mari lyn (2010). Special Education: Contemporary Perspect ives for School Professionals (3rd ed.). Englewood Cl iffs, N. J : Prent ice Hal l . pp. 56–59

La Sal le, T. , Roach, A., and McGrath, D. (2013). "The Relationship of IEP Qual i ty to Curr icular Access and Academic Achievement for Students with Disabi l i t ies". International Journal of Special Education 28 (1): pp. 137.

Logsdon, Ann. “Top Eight Essential Parts of an Individual ized Education Program: Understanding IDEA IEP requirements” http:/ / learningdisabi l i t ies.about.com/od/publ icschoolprograms/tp/partsofaniep.htm

Thomas, Stephen B. and Mary Jane K. Rapport (1998). “Least Restr ict ive Environment: Understanding the Direction of the Courts”. Journal of Special Education 32 (2): pp. 66-78.

Watson, Sue. “The IEP: Everything you need to write an Individual ized Education Program” http:/ /specialed.about.com/cs/ iep/a/ iepart icle.htm

REFERENCES

Documents

Writing an IEP