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Student Strengths

This statement should include the student's strengths, abilities and how he learns best.  Do not include academic scores.  These need to be considered over a variety of settings.  These ideas should be utilized to develop the IEP.  Ask for the parents' input.  Howe he learns best can often be found in the psychologist's report.

Example:__________________ is very motivated in school and attempts all assignments.  He particularly enjoys math and science.  He learns best with hands on experiences and visual cues.

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Parents' Concerns

Briefly describe the parents' concerns for enhancing their child's education.  Do not leave this section blank.  If the parent did not attend, document and include any information discussed prior to the meeting about the parents' concerns.

Example: "Students" parents are concerned about his transition to (intermediate/middle/high school) and his continued academic progress.

"Student's" parents are concerned about his continued progress in appropriate behavior and social skills.

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Describe how the child's disability affects involvement and progress in the general curriculum.

Briefly describe how the child's disabilities affect his involvement and progress in the general curriculum.  Also include any accommodations and/or services that have been used in the past that have been successful and enabled the child to participate in the general curriculum.  For preschool children, describe how the characteristics of the disability affect the child's participation in the appropriate activities (age relevant developmental abilities).

Example:  "Student's" reading disability may limit his use of grade level texts but not impact his ability to understand.  Past successful accommodations include oral testing, taped textbooks, and extended time.

"Student's" difficulties with attention limit his ability to focus and produce grade level work.  Successful accommodations include behavior contract, assignment book and self-monitoring sheets.

Due to cognitive delays, "Student's" progress and involvement in the general curriculum may need to be modified for him to meet a specific goal.  Successful modifications include peer tutoring and shortened assignments.

"Student's" emotional disability prohibits him from socializing and interacting appropriately with peers which limits his ability to progress in the general curriculum.  Successful modifications include level system, small group instruction, and self-monitoring.

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For initial assessments, all assessed areas are to be listed here.  At the next annual review, list only those areas that continue to be exceptional.  Use identified deficit areas not subject areas.  Areas may include:  social/emotional, behavior, communication, sensory/perceptual, self-help, pre-vocational skills, and/or fine and gross motor skills.  Academic skills could include: math calculation, math reasoning, reading comprehension, basic reading, listening comprehension and oral expression skills.  Use several pages if necessary.

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Present levels of Performance (PLOEP)

This description provides the basis for developing the student's goals and objectives.  Use norm referenced and/or criterion referenced data as well as descriptive information for each exceptional area.  IDEA regulations indicate that you should consider:

• The student's most recent evaluation
• Assessment results from state and district wide assessments
• Input from the student's special and regular education teachers
• Information from the student's parents
• Results from an independent evaluation, if one has been conducted

Make sure your PLOEP contain sufficient detail to give meaningful data, are readily understandable and are precise enough to measure progress.  The PLOEP must cover all aspects of a student's performance affected by his disability.  Be sure they cover behavioral, social and emotional problems, as well as academic areas.  These can have a significant impact on a student's educational performance.

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Sources of Information

Document data sources which may include:  Woodcock-Johnson, TOWL, Key Math, STAR Reading, STAR Math, TCAP scores, teacher observation and tests, rating scales, Brigance, pre-vocational/vocational checklists, physicians report, etc.

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Date

Write the date that each evaluation was administered, not obtained.

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Exceptional (Yes/No)

All areas should be discussed and a determination made as to whether the area is exceptional.  Every area marked exceptional must be addressed within a goal sheet. 

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Pre-vocational/Vocational

Must be completed annually.

Pre-vocational means under age 14 and must be addressed in a teacher observation or checklist.

Vocational is for age 14 and over and determined by a Comprehensive Vocational Assessment that addresses the student's interest and aptitude.

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Consideration of Special Factors

For each area listed, check yes or no.  A statement must be included in the IEP if the team determines the child needs a particular device, service, intervention, or modification to receive FAPE.  A statement also needs to address where this is located in the IEP.  If the child's disability includes Autism, Emotionally Disturbed, or Health Impaired, the behavior needs to be addressed including positive behavior interventions and supports.

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Has a comprehensive vocational evaluation been administered by age 14?  Check Yes.

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Desired Post-School Outcome

This section should be completed by age 14 and describe realistic anticipated educational and/or employment goals, the anticipated living arrangements, and community involvement.  At age 14, the student MUST be invited to attend and sign the IEP as a member of the team.

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Transition service needs

This section should be completed by the student's 14th birthday and should:

• Include identification and planning for courses in each grade to help the student achieve the post school outcome goals
• Relate directly to the goals
• Link the course of study to the goals
• Be reviewed and upheld annually

The IEP team must connect the annual goals and objectives to the student's course of study.  All four years of the course of study should be developed to help the student obtain the desired post school outcome.

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Transition Services

This must be completed by the 16th birthday and include (if appropriate):

• Education:  Goals, such as college, vocational school, or continuing education and specify how the student will achieve these goals
• Employment:  What type of work the student is interested in, and do they have the skills, or can they develop them to achieve the goals?
• Independent Living Skills:  Will the student be able to live on their own, and what skills are necessary?
• Eligibility for Adult Services:  Adult service benefits such as vocational rehabilitation, social security benefits, mental health agencies, or Medicaid
• Community Activities:  How the student will participate in community activities

The transition service plan should include specific annual goals and objectives for each area of need.  Compare the present level of functioning to the skills the student needs to acquire.  Develop goals and objectives based on this.  IDEA requires that you not only DEVELOP the framework, but also PROVIDE transition services.

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Documentation of other agency participation

Invite agencies to the IEP meeting that might be able to provide services for the student.  If they cannot attend, document the name of the person responsible for contacting the agency to discuss their involvement in planning transition services, and invite the agency to the next meaning.  If these agencies fail to carry out their responsibilities, the LEA is responsible for reconvening the IEP team to identify alternative strategies.

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Documentation of student's preferences and interests, if not in attendance

Indicate how the student's preferences and interests were considered by checking all that apply on the IEP form if the student did not attend.  If he did attend, if would be helpful to write STUDENT ATTENDED in that space.

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All exceptional areas on the PLOEP MUST be addressed on a goal page.  Address exceptional areas, not subject areas.  The areas of need MUST match the present levels of performance.  If Reading Comprehension is addressed in the PLOEP as exceptional, then the annual goal should also include Reading Comprehension.  

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Annual goals

The annual goal must include the skill, the level of mastery projected, the way it will be measured, and the date it will be assessed.

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Personnel/Position Responsible

Write the person's name who is responsible for the implementation of the goal and short-term objective.  Although it is not a legal requirement to write the provider's name, a separate census form must be completed if the name is not include, therefore it is MCS Special Education Policy to use names.

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Short-term objectives/benchmarks

Short-term objectives are sequential, intermediate steps between a student's PLOEP and the annual goal and serve as milestones for indicating progress.  They are an overview of what is being taught during the IEP.  They should describe the amount of progress a student is expected to make and should be written so another teacher or parent can understand what, how, and when it is be achieved.  They should generalize across programs and be unique to the needs of the student.  IF a student fails to make progress over a period of time, the IEP team should reconvene to determine if it would be appropriate to revise the goal and/or short-term objectives.

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Anticipated Beginning Date

Write the anticipated date for which instruction will begin for the short-term objectives.  The date indicated should cover the school year in sequential order and should include the month and year.  The grading period could also be written there.

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Criteria for mastery

Indicated what criteria the student must meet to master the annual goal and short-term objectives.  Consider both the accuracy (how well you expect the child to perform) and the reliability (the frequency at which mastery is demonstrated).

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Methods of evaluation

Indicate the method used to evaluate the short-term objective/benchmarks such as tests, portfolios, end-of-chapter assessments, observations?

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Actual date and results of evaluation

Enter the date and results when the student is evaluated on the short-term objective.

Example:  Sally will read a paragraph at 2.5 grade level with 80% accuracy.
Date evaluated: 9/08/03
Results: 75%

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Report of progress

A progress report must be completed for each grading period and report on the progress toward the short-term objective/benchmark and the annual goal.

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Supplemental aids/services and supports for the student

List any specific aids, services, modifications, and/or supports that are unique to this student that would enable him to progress in the general curriculum.  Specific methodology should not be listed.  This is not material and services already in place for all children.  If none are needed, write "none" or "NA."

Examples:  Social skills training, auditory trainer, nursing services, slant board, Touch Talker, etc.

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Program modifications/supports for school personnel

List any specific program modifications or program supports school personnel need to address the unique needs of that student.  Do not indicate additional personnel here.  If none are needed, wire "None" or "NA."

Example:  In-services, consultations, workshops, specific teaching strategies, or how to utilize a program.

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DAte of Progress Report

Document the date the progress report was sent home to the parents.  Parents are not required to sign the progress report and return them to the school.  Retain the original for your records.

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The IEP team should determine what accommodations/modifications, if any, the student needs to access the general curriculum and should be based on the student's needs as they relate to disability.  They should have a clear description and be specific so that no misunderstandings can occur.  The modifications on the IEP are not all inclusive and many other modifications could be used.  In order to use "Special Accommodations" with all TCAP assessments, classroom testing accommodations/modifications MUST BE DOCUMENTED in the IEP and should be used consistently with a child over the previous year.

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State Mandated Testing

There are NO EXEMPTIONS from State Mandated Assessments given at state scheduled predetermined grade levels.  All students may use the Allowable Accommodations.  Special Accommodations may be used if the student meets the required conditions, the conditions are documented in the IEP and verified according to the student's specific disability.  An addendum for each assessment in which the student will participate must be completed and attached to the IEP.

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Special education and related services

This includes a detailed description on all special education and related services received by the student.  The following information is necessary:

• Type of Service:  Include a brief description.  
  Example:  consultation, direct service (resource or inclusion), speech/language, OT, PT, Work Based Learning, Residential, Homebound, etc.
• Number of sessions and appropriate unit of time (week, month, and year).
• Length of each session:  hours and minutes (exact time--not class periods).  Minutes cannot be rounded off to the closest half-hour or hour.
• Number of hours per week.
• Beginning service date and ending date by month, day, and year.  The beginning date cannot be before the parent signature and the ending date cannot be after the parent signature.
• Location of each service:  should indicate regular or special education classroom.  For census purposes, central office requests that the person responsible be listed next to the location of service.
  Example:  Resource/Jones
• Total number of Special Education hours per week.
• Total number of Regular Education hours per week.

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More >

Write a statement with specific reasons why the student needs special education services, the extent to which he will not participate in the regular class, the extent to which he will not participate in extracurricular or non-academic activities and reasons for placement if other than his home school.

Examples for Regular Class Removal:
Due to deficiencies in reading in math, "student" will need special education services with pullout/inclusion in these areas.

"Student's" deficiencies in speech/language necessitate intensive therapy in a pullout setting.

Due to "Student's" need for a highly structured setting, he cannot be educated with peers in the regular classroom.

"Student's" cognitive deficits necessitate specialized instruction that is not available in the regular classroom.

Examples for Extracurricular or nonacademic activities:
"Student" will participate in all extracurricular and nonacademic activities.

The degree to which "Student" will participate in extracurricular and nonacademic activities will be determined by the classroom level system.

Extracurricular and nonacademic activities are not available to "Student" in this placement.

Examples for LEA/Home School:

"Student" is attending his home school.

This program is not located in "Student's" home school.

N/A is an acceptable entry if the student is attending his home school.

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Special Transportation

If special transportation is not needed, check "NO."  If the child needs special transportation arrangements, check "YES."  This includes paying a parent to transport a child to and from school or having an attendant ride the regular bus with a student.  Goals and objectives in the IEP should also address any problems the child may be having on the bus.

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Extended School Year

Determine if ESY services will be provided.  It is recommended that the decision on ESY be made closer to the time when the services will be offered.  If delaying a decision on ESY, the IEP team should determine the date for a decision to be made and include in the IEP.  Must be considered on a case-by-case basis by the IEP team.

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IEP Participants

Members of the IEP team should sign the section of the IEP and indicated if they are in agreement with the recommendations.  If not in agreement, a statement concerning why they disagree should be written and attached to the IEP.
Members of the IEP team include:

• the parents
• one regular education teacher, if appropriate
• one special education teacher
• interpreter of results (may be the special education teacher)
• the child, when appropriate
• at the discretion of the parent, any other person or agency with knowledge or expertise regarding the child (including related service personnel). 

Any other person in attendance should sign their name and write "Observer," "Attendee," or "Present."

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Informed parental consent

Parents should read each statement and verify agreement by checking "Yes," and sign their name.  Written parental consent MUST be obtained prior to initial provision of special education services.  For IEP's developed after the initial IEP, parent signature is not required.  However, efforts to notify the parent of the meeting MUST be documented through an Invitation to a Meeting form.  If there is a change in proposed services from the current IEP, Prior Written Notice must be given to the parent prior to the initiation of services.

Upon completion of the IEP, the school system shall provide the parent with a copy of the IEP at not cost.

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Documentation of IEP review

Teachers who are not present at the IEP meeting should sign where indicated after they have reviewed the IEP.  This also includes special area teachers.  They should receive a copy of the appropriate sections of the IEP that outline their responsibilities

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