IEP Assistance

STUDENT’S NAME

Marcus Jefferson

DOB

11/18/2014

SCHOOL YEAR

2025

-

2026

GRADE

5

-

IEP Initiation/Duration dates

fROM

08/15/2025

to

05/20/2026

This IEP will be implemented during the regular school term unless noted in extended school year services.

EXTENDED SCHOOL YEAR SERVICES (ESY)

The IEP Team has considered, for the child, based on AAC 290-8-9.05(6)(9), if ESY services are necessary for the provision of FAPE.

ESY services will be provided:

[ ]

ESY services are not necessary for the child:

[x]

Student Profile – will include general statements regarding:

Strengths of the student –

Include information regarding the student’s strengths in academic and functional areas.

List the strengths of your student here. For example: He can add numbers from 0-100 with relative ease. He can subtract numbers without borrowing most of the time. He seems to be interested in scientific experiments. Be as specific as possible.

Parental concerns for enhancing the education –

Include all information regarding the parental concerns for enhancing the education of their child.

List the areas of concern that the parents would have here. They are worried that his reading skills are well below grade level. This tends to make him shy around others during reading-based classes. They feel he would participate more in activities if he were better at reading. Do not write that the parents have no concerns.

Student Preferences and/or Interests –

This area includes information obtained from parent, teacher(s), and the student regarding preferences and interests. Include all information concerning student preferences and/or interests including transition information.

What does he like to do? The student says that he loves to watch football and play baseball. He says that he enjoys watching TV and playing video games. The parents agree with his answers. The teacher says he has a few friends but is not very outgoing.

Results of the most recent evaluations –

Include all information concerning evaluation results. This information should be written in meaningful terms so that the parent and service providers have a clear understanding of the evaluation results.

List the student's most recent evaluations. Here, I would say things like the student tested two grades below his current placement in reading comprehension. Be as specific as possible.

The academic, developmental, and functional needs of the student –

Include all information concerning how the student’s disability affects his/her involvement and progress in the general education curriculum, and, for preschool age children, how the disability affects his/her participation in age-appropriate activities.

Explain how the student is falling behind in his class progressions. For example: She has trouble with computations and reading diagrams/graphs. This causes her to be behind in math and science since those are math-based courses.

Other –

Include any information pertinent to the development of the IEP that was not included anywhere else on the

Student Profile page.

Add any other information that you feel is important.

For the child transitioning from EI to Preschool, justify if the IEP will not be implemented on the child’s 3rd birthday –

This does not apply due to the student’s age.

STUDENT’S NAME:

DOB:

SPECIAL INSTRUCTIONAL FACTORS

Items checked “YES” will be addressed in this IEP:

· Does the student have behavior which impedes his/her learning or the learning of others?

YES

[ ]

NO

[ ]

· Does the student have a Behavioral Intervention Plan?

[ ]

[ ]

· Does the student have limited English proficiency?

[ ]

[ ]

· Does the student need instruction in Braille and the use of Braille?

[ ]

[X]

· Does the student have communication needs?

[ ]

[ ]

· Does the student need assistive technology devices and/or services?

[ ]

[ ]

· Does the student require specially designed P.E.?

[ ]

[ ]

· Is the student working toward alternate achievement standards and participating in the Alabama Alternate Assessment?

[ ]

[ ]

· Are transition services addressed in this IEP?

[ ]

[X]

TRANSPORTATION

Student’s mode of transportation:

[ ] Regular bus

[ ] Bus for special needs

[ ] Parent contract

[ ] Other:

Does the student require transportation as a related service?

[ ] YES

[ ] NO

If yes, check any transportation needs:

[ ]

Bus assistance:

[ ] Adult support

[ ] Medical support

[ ]

Preferential seating

[ ]

Behavioral Intervention Plan

[ ]

Wheelchair lift and securement system

[ ]

Restraint system

Specify type:

[ ]

Other. Specify:

[ ]

Bus driver and support personnel are aware of the student’s behavioral and/or medical concerns.

NONACADEMIC and EXTRACURRICULAR ACTIVITIES

Will the student have the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled peers?

[ ]

YES.

[ ]

YES, with supports. Describe:

[ ]

NO. Explanation must be provided:

method/FREQUENCY for reporting progress OF ATTAINING GOALS TO PARENTS

Annual Goal Progress reports will be sent to parents each time report cards are issued (every

weeks).

STUDENT’S NAME:

DOB:

Transition: Beginning not later than the first IEP to be in effect when the student is 16, or earlier if appropriate, and updated annually thereafter. For all students entering 9th grade regardless of their age, transition must be addressed.

[ ]

This student was invited to the IEP Team meeting on

via

.

[ ]

After prior consent of the parent or student (Age 19) was obtained, other agency representatives were invited to the IEP Team meeting.

[ ]

Transition services based on the student’s strengths, preferences, and interests that will reasonably enable the student to meet the postsecondary goals are addressed on the transition goal page in this IEP.

[ ]

Student Interview

[ ]

Career Awareness

[ ]

Interest Inventory

[ ]

Parent Interview

[ ]

Student Portfolio

[ ]

Interest Learning Profile

[ ]

Student Survey

[ ]

Vocational Assessment

[ ]

Career Aptitude

[ ]

Other

Assessment:

Date:

Assessment:

Date:

Long-Term Goal:

If Other is selected, specify:

Assessment:

Date:

Assessment:

Date:

Long-Term Goal:

If Other is selected, specify:

Assessment:

Date:

Assessment:

Date:

Long-Term Goal:

If Other is selected, specify:

[ ]

This student is in a middle school course of study that will help prepare him/her for transition.

Anticipated Date of Exit:

Month:

Year:

Selected Pathway to the Alabama High School Diploma:

[ ]

General Education Pathway (Intended to prepare student for college and career)

[ ]

Essentials/Life Skills Pathway (Intended to prepare student for a career/competitive employment)

[ ]

Alternate Achievement Standards Pathway (AAS) (Intended to prepare students for supported/competitive employment)

Program Credits to be Earned (Complete for students in grades 9-12)

For each course taken indicate program credits to be earned next to the appropriate pathway.

ENGLISH

MATH

SCIENCE

SOCIAL

STUDIES

General Education Pathway

Essentials/Life Skills Pathway

Alternate Achievement Standards Pathway

Elective(s)

(enter total number of electives)

STUDENT’S NAME:

dob:

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE:

Based on the student’s strengths, preferences, interests, and needs related to the postsecondary goals (include a description of age-appropriate transition assessments).

MEASURABLE ANNUAL POSTSECONDARY TRANSITION GOALS:

Academic areas may be written separately or embedded within the transition goal. Address transition services, activities, and person(s)/agency involved for each goal area. (If more than one goal is needed in any one goal area below, additional goal pages can be added.)

Postsecondary Education/Training Goal:

Date of Completion/Mastery:

*Transition Service(s):

Transition Activities:

(Enter a numbered list of all activities to assist the student in achieving his/her long-term Postsecondary Education/Training goal.)

1.

2.

Person(s)/Agency Involved:

Employment/Occupation/Career Goal:

Date of Completion/Mastery:

*Transition Service(s):

Transition Activities:

(Enter a numbered list of all activities to assist the student in achieving his/her long-term Employment/Occupation/Career goal.)

1.

2.

Person(s)/Agency Involved:

Community/Independent Living Goal:

Date of Completion/Mastery:

*Transition Service(s):

Transition Activities:

(Enter a numbered list of all activities to assist the student in achieving his/her long-term Community/Independent Living goal.)

1.

2.

Person(s)/Agency Involved:

STUDENT’S NAME:

DOB:

Identify the area the MEASURABLE ANNUAL GOAL will address. The area may be an academic content area (e.g., math, science) and/or a functional area (e.g., community participation, behavior). For all students working on Extended Standards (following the Alternate Achievement Standards pathway), each content area (e.g., reading, math, and functional skills) must be addressed.

Area:

The area in ALSDE that you are addressing (example - Reading ELA21 5.1)

Present Level of academic achievement AND functional Performance:

State how the student’s disability affects his/her involvement and progress in the general education curriculum for this particular area of instruction, or for preschool age students, how the disability affects the student’s participation in age- appropriate activities.

Fifty (50) points of this assignment come from your PLAAF. This section does not need to be a simple sentence or two. Explain how your student is falling behind in key areas. Be specific in your report. Explain exactly what deficiencies your IEP goals will attempt to address. Include any testing data here that is relevant to your student. Make sure that you read the attached PLAAFP IEP Tips file as or before you work on this section. Explain the targeted areas that you will address in the behavior goal. How does this student’s disability effect his or her involvement and progress in the general education classroom? How does the disability effect this student’s participation with other regular education placed students?

(Link to Curriculum Guides) (Link to Extended Standards)

MEASURABLE ANNUAL GOAL #1 related to meeting the student’s needs:

Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected to accomplish within one school year.

Your goal for this assignment must be academically based, with objectives on the Alabama Course of Study for your subject area. Your IEP goals must be measurable and include the outcome's accuracy and a target completion date. Make sure that you read the Goals IEP Tips sheet attachment. This link will help you develop good goals for your student:

 FYI: To develop good goals for your students, research SMART goals.  https://www.atlassian.com/blog/productivity/how-to-write-smart-goals.

The following is for example only! YOU MAY NOT USE THIS OBJECTIVE IN YOUR WORK.

(ELA 21 5.1) By May 24th, 2026, when given grade-level instructional materials and targeted phonics instruction, Janet will accurately decode and encode multisyllabic and phonetically irregular words with 80% accuracy across three consecutive trials, as measured by teacher-created assessments, dictation tasks, and running records.

(Link to Curriculum Guides) (Link to Extended Standards)

MEASURABLE ANNUAL GOAL #2 related to meeting the student’s needs:

Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected to accomplish within one school year.

Your goal for this assignment must be academically based, with objectives on the Alabama Course of Study for your subject area. Your IEP goals must be measurable and include the outcome's accuracy and a target completion date. This link will help you develop good goals for your student:

 FYI: To develop good goals for your students, research SMART goals.  https://www.atlassian.com/blog/productivity/how-to-write-smart-goals.

The following is for example only! YOU MAY NOT USE THIS OBJECTIVE IN YOUR WORK.

(ELA 21 5.1) By May 24th, 2026, when given grade-level instructional materials and targeted phonics instruction, Janet will accurately decode and encode multisyllabic and phonetically irregular words with 80% accuracy across three consecutive trials, as measured by teacher-created assessments, dictation tasks, and running records.

Date of Mastery:

TYPE(S) OF EVALUATION FOR ANNUAL GOAL:

Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must be chosen.)

[ ] Curriculum Based Assessment [ ] Teacher/Text Test [ ] Teacher Observation [ ] Grades

[ ] Data Collection [ ] State Assessment(s) [ ] Work Samples

[ ] Other:

Check off each component that you will use

[ ] Other:

BENCHMARKS:

Include at least two Benchmarks for students working on Extended Standards or for students in public agencies that require Benchmarks. Benchmarks are required for all students working on Extended Standards. This includes academic goals and functional goals, regardless of whether it is a testing year.

1.

INCLUDE AT LEAST 2 BENCHMARKS THAT WILL SHOW PROGRESS

Date of Mastery:

2.

Date of Mastery:

3.

Date of Mastery:

4.

Date of Mastery:

(Link to Curriculum Guides) (Link to Extended Standards)

MEASURABLE ANNUAL BEHAVIOR GOAL related to meeting the student’s needs:

Target the individual needs of the student resulting from the student’s disability and how the student’s disability affects his/her involvement and progress in the general education curriculum. Describe what a student can reasonably be expected to accomplish within one school year.

Your behavior goal for this assignment must be based on the targeted behavior. Your IEP behavior goal must be measurable and include the outcome's accuracy and a target completion date. This link will help you develop good goals for your student:

 FYI: To develop good behavior goals for your students, research SMART goals.  https://www.teachtasticiep.com/post/11-iep-behavior-goals-to-help-children-start-and-stay-on-task-teachtastic-iep#:~:text=These%20IEP%20goals%20may%20include,education%20and%20success%20of%20students.

The following is for example only! YOU MAY NOT USE THIS OBJECTIVE IN YOUR WORK.

By May 15, 2026, when given a task or classroom direction, the student will begin the task within one minute and with no more than two verbal prompts in 8 out of 10 observed opportunities, improving from a baseline of 0 out of 10 opportunities, as measured by teacher observation and data collection.

Date of Mastery:

TYPE(S) OF EVALUATION FOR ANNUAL GOAL:

Check each type of evaluation that will be used to evaluate the MEASURABLE ANNUAL GOAL. (At least one must be chosen.)

[ ] Curriculum Based Assessment [ ] Teacher/Text Test [ ] Teacher Observation [ ] Grades

[ ] Data Collection [ ] State Assessment(s) [ ] Work Samples

[ ] Other:

Check off each component that you will use

[ ] Other:

STUDENT’S NAME:

DOB:

Special Education and Related Service(s): (Special Education, Supplementary Aids and Services, Program Modifications, Accommodations Needed for Assessments, Related Services, Assistive Technology, and Support for Personnel.) Complete the table below based on your objectives that you chose above.

Special Education

Service(s)

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to

to

Related Services

[ ] Needed

[ ] Not Needed

Service(s)

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to

to

Supplementary Aids and Services

[ ] Needed

[ ] Not Needed

Service(s)

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to

to

Program Modifications

[ ] Needed

[ ] Not Needed

Service(s)

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to

to

Accommodations Needed for Assessments

[ ] Needed

[ ] Not Needed

Service(s)

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to

to

Assistive Technology

[ ] Needed

[ ] Not Needed

Service(s)

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to

to

Support for Personnel

[ ] Needed

[ ] Not Needed

Service(s)

Anticipated Frequency of Service(s)

Amount of time

Beginning/Ending Duration Dates

Location of Service(s)

to

to

STUDENT’S NAME:

DOB:

TRANSFER OF RIGHTS

(Beginning not later than the IEP that will be in effect when the student reaches 18 years of age.)

Date student was informed that the rights under the IDEA will transfer to him/her at the age of 19

LEAST RESTRICTIVE ENVIRONMENT

Does this student attend the school (or for a preschool-age student, participate in the environment) he/she would attend if nondisabled? [ ] Yes [ ] No

If no, explain:

Answer this question

Does this student receive all special education services with nondisabled peers? [ ] Yes [ ] No

If no, explain (explanation may not be solely because of needed modifications in the general curriculum):

Answer this question

[ ] 6-21 years of age [ ] 3-5 years of age

Least Restricted Environment:

Answer this question

COPY OF IEP

COPY OF SPECIAL EDUCATION RIGHTS

Was a copy of the IEP given to parent/student (age 19) at the IEP Team meeting?

[ ] Yes [ ] No

Was a copy of the Special Education Rights given to parent/student (age 19) at the IEP Team meeting?

[ ] Yes [ ] No

If no, date sent:

If no, date sent:

Date copy of amended IEP provided/sent to parent/student (age 19):

Position

Signature

Date

Parent

Create a fictional name for this person

Parent

Create a fictional name for this person

General Education Teacher

Create a fictional name for this person

Special Education Teacher

Create a fictional name for this person

LEA Representative

Create a fictional name for this person

Someone Who Can Interpret the Instructional Implications of the Evaluation Results

Create a fictional name for this person

Student

Career/Technical Education Representative

Other Agency Representative

Position

Name

Date