Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign,” and entering your email address.

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3. After completing the e-doc portion, submit the PDF you receive into the digital classroom.

Standard 2: Individualized Education Plan – Part 1

Base the IEP on the student you are following throughout your student teaching placement.

All identifiable student information should be replaced with pseudonyms for confidentiality. In addition, some information has been marked "Do not complete"’ due to confidentiality concerns.

The present level of academic achievement and functional performance (PLAAFP) will guide the development of the IEP. Teachers must describe student strengths, interests, and needs within the PLAAFP. Assessment scores and a description of how the student is performing in relationship to typically developing peers will provide the rationale for the development of IEP goals, services, testing accommodations, and supplementary aides and services. It is important that all sections of the IEP align with the PLAAFP.

Special Education Department

Individualized Education Program (IEP)

Student Name: John Jackson Student Data/Cover Sheet (Form A-1) IEP Meeting Date: 10/30/2023

Demographic Information

Student Number:

0123456789

Student (Pseudo) Name:

John Jackson

Birthdate:

11/26/2018

Gender:

Male

Grade:

Pre-K

Student Address:

3500 West Camelback Road

Home Phone:

Do not complete

City, State, Zip:

Phoenix, Arizona 85017

Parent 1 (Pseudo) Name:

Parent 1 Relationship:

Parent 1 Address:

Do not complete.

Home Phone:

Do not complete.

City, State, Zip:

Do not complete.

Work Phone:

Do not complete.

Parent 1 Email:

Do not complete.

Parent 2 (Pseudo) Name:

Keisha Jackson

Parent 2 Relationship:

Mother

Parent 2 Address:

Do not complete.

Home Phone:

Do not complete.

City, State, Zip:

Do not complete.

Work Phone:

Do not complete.

Parent 2 Email:

Do not complete.

Primary Language of Home:

English

Primary Language Survey Date: 1/21/2021

Primary Language Survey Results: not using words to make requests, not imitating sounds or words

Language of Instruction:

English

Home District:

Attendance District: Valdosta

Service Coordinator:

Tanya Cornelius

Home School: Pinevale Elementary School

Attending School: Pinevale Elementary School

Vision Screen On: 11/3/2021

Results: John passed the informal vision screening

Hearing Screened On:

11/3/2021

Results: John passed the informal hearing screening

Meeting Date:

10/30/2023

Anticipated Duration of IEP:

From: 11/1/2023 To: 10/31/2024

Reevaluation Due: 11/08/2021

Current Evaluation: 11/08/2024

Special Education Primary Category 1: SIGNIFICANT DEVELOPMENTAL DELAY

Special Education Eligibility Category 2: SPEECH OR LANGUAGE IMPAIRMENT

Special Education Eligibility Category 3:

For Students with SLD only, the following area(s) of eligibility was/were previously determined: NA

Level of Services: (A)

Type of Meeting: NA

Date Meeting Notice Sent to the Parent(s): 10/23/2023

Date Procedural Safeguards given to the Parent(s): 10/30/2023

10/23/2023

This page will not need to be completed because it is a signature page.

Special Education Department

Individualized Education Program (IEP)

Student (Pseudo) Name: Student Data/Cover Sheet (Form A-2) IEP Meeting Date:

Student ID: DOB:

The following persons participated in the conference and/or the development of the IEP. Additionally, parents have been given a copy of their rights regarding the student’s placement in special education and understand that they have the right to request a review of their child’s IEP at any time.

Position/Relation to Student Participant Date (MM/DD/YY)

If during the IEP year the student turns 16, if the student is not present at the IEP meeting, the service coordinator must review the IEP with the student and obtain the student’s signature and the date of this review.

Special Education Department

Individualized Education Program (IEP)

Student (Pseudo) Name: John Jackson Student Data/Cover Sheet (Form B) IEP Meeting Date:10/30/2023

Student ID:0123456789 DOB: 11/26/2018

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP)

Section 1: Current IEP Information

Summarize special education services the student is receiving:

The IEP team determined that John needs 360 minutes of small group due to his developmental delay in a separate class and 30 minutes of speech services to fulfill John’s goals and objectives. Developmentally appropriate practices will be used to deliver services. John will also receive special transportation to and/or from school.

Section 2: Evaluation Information

Areas of Eligibility:

Special Education Primary Category: SIGNIFICANT DEVELOPMENTAL DELAY

Special Education Eligibility Category 2: SPEECH OR LANGUAGE IMPAIRMENT

Special Education Eligibility Category 3:

For students with SLD only, the following area(s) of eligibility was previously determined: NA

State and District Assessment Scores: NA

Section 3: Present Level of Academic Achievement and Functional Performance

A. Cognitive (academic performance in content areas, e.g., ELA/Reading/Writing, Math, Science, Social Studies, Technology and Fine Arts, as applicable)

John received a 78 on the Developmental Profile 3 on March 3, 2021. This score is in the lower range of development. In the area of cognitive development, the eligibility team found that goals and objectives were not required.

B. Physical (gross motor, fine motor, vision, and hearing)

DP3 Physical SS 90 Parent reports John can walk up and down stairs and throw and catch a ball. He can stack blocks and turn one page in a book at a time.

C. Oral Language and Communication

The Preschool Language Scale 5th Edition was administered on 11/3/21 which yielded the following results: PLS5 Auditory Comprehension SS 81, Expressive Communication SS 80, Total Language Score SS 79. The Receptive One Word Picture Vocabulary Test (ROWPVT) was administered on 11/3/2021 which yielded the following results: SS 68 / DP3 Communication SS 73.

D. Social and Emotional Behavior

John received a scaled score of 59 in the DP-4's social emotional area and a scaled score of 75 in the PES-2's social emotional area on 11/3/2021. These results fall into the delayed range of development. John continues to express a desire for social development services. According to continued observations and progress monitoring by teacher John still struggles to attend to non-preferred tasks and to work cooperatively with a group of peers

E. Adaptive

DP3 Adaptive SS 91 John feeds himself with a spoon and can drink from an open cup. He can put things away where they belong and can undo simple fasteners. He is potty trained and can wash his hands by himself.

Current Classroom-Based Data: John engaged in presented activities but demonstrated a limited attention span and wanted to change activities frequently. He used a very loud voice at times and only made eye contact with the examiner when prompted to "look at me". He helped the examiner clean up before moving to the next activity and engaged in pretend play.

Family’s Input on Student’s Current Performance: Based on recent evaluation results and parent report, John is exhibiting significant delays in the areas of communication and social skills. The team agrees he meets eligibility for Significant Developmental Delay. He was observed to scream and cry when he didn't get attention from his mother as soon as he wanted something. Ms. Jackson expressed concerns about JJohn's communication skills.

Summary of Work Habits: John will attempt to copy simple lines or shapes. He matches basic colors.

Section 4: Summary of Educational Needs and General Accommodations

Special Education Department

Individualized Education Program (IEP)

Student (Pseudo) Name: John Jackson Considerations Form (Form C) IEP Meeting Date: 10/29/2023

Student ID 0123456789 DOB: 11/26/2018

ADDITIONAL DOCUMENTATION/CONSIDERATION OF SPECIAL FACTORS

	Considered Not Needed	Included
Individual Transition Plan	☒	☐
Statement of Transfer of Parental Rights at Age of Majority	☒	☐
Statement of Positive Behavior Interventions, Strategies, and Supports Considered for a Student Whose Behavior Impedes his or her Learning, or That of Others	☒	☐
Statement of Language Needs in the Case of a Child with Limited English Proficiency	☒	☐
Statement of Provisions of Instruction in Braille and User of Braille for a Visually Impaired Child	☒	☐
Statement of the Language of Needs, Opportunities for Direct Communication with Peers in the Child’s Language, and Communication Mode	☐	☒
Statement of Required Assistive Technology Devices and Services	☒	☐
Statement of Communication Needs for a Child with a Disability		☒

Special Education Department

Individualized Education Program (IEP)

Student (Pseudo) Name: John Jackson Accommodations (Form F IEP Meeting Date: 10/30/2023

Student ID: 0123456789

DOB: 11/26/2018

ASSESSMENTS

(Rationales for the accommodations that are being chosen specific to assessments.)

Rationale:

* Cues will be provided.

* Material will be given in manageable parts.

* Tasks will be presented in a variety of styles.

* Directions will be repeated, rephrased, and/or simplified as needed.

* Extra time will be given for classwork and student responses

State Assessments

Standard Accommodation(s):

District Assessments

Standard Accommodation(s):

Preschool – Individual or small group assessment

CURRENT STATE STANDARDIZED TEST (i.e., AIMS, PSSA) RESULTS

Testing Area	Test Results	Grade	Semester	Year
Reading	Not applicable at this time.
Writing	Not applicable at this time.
Math	Not applicable at this time.
Science	Not applicable at this time.

LEAST RESTRICTIVE ENVIRONMENT (LRE)

Provide an explanation of the extent, if any, to which the student will NOT participate with non-disabled students in the general curricular, extracurricular, nonacademic activities, and program options. §300.347(a) (4): John's delays hinder his capacity to interact with peers and adults. His delays hinder his ability to follow verbal directions as well as grasp and participate in classroom intellectual tasks. John demands small group training and an organized school setting.

Consider any potential harmful effects of this placement for the child or on the quality of services that he or she needs §300.552 (a-b): NA

Reason for different services at school:

John’s delays in cognitive and social development have been observed to affect his ability to interact with peers and adults. Additionally, he faces challenges in following verbal directions and participating in classroom intellectual tasks. To support John’s learning, it is recommended that he receive small group training and be placed in a smaller organized school setting.”

OR, if the above LRE information does not apply to this student, explain why:

Standard 3: Individualized Education Plan - Part 2

Special Education Department

Individualized Education Program (IEP)

Student (Pseudo) Name: John Jackson Student Goals and Performance Objectives

IEP Meeting Date:10/30/2023

Student ID: 0123456789 Progress Report DOB:11/26/2018

Skill Area: COMMUNICATION OR SPEECH/LANGUAGE

Standard:

Annual Goal: Given direct instruction by the SLP, John will increase overall language skills by the end of the IEP.

Objective 1: Given direct instruction by the SLP/Teacher, John will correctly label semantic concepts (e.g. descriptive, spatial, temporal, quantity).

Objective 2: Given a picture card and verbal prompt, John will describe an item's use/function when asked.

Baseline Level of Mastery: Data Collection/observation 80% accuracy

Service Provider(s) for this goal: Speech & Language Pathologist

Skill Area: SOCIAL/EMOTIONAL/BEHAVIORAL

Standard:

Annual Goal: John will complete the following objectives to improve his social development.

Objective 1: John will appropriately share objects with other children during center time, snack time, outside time and during teacher-directed activities (small group, circle time, etc) by using positive behaviors, appropriate communication, and turn-taking skills with minimal adult facilitation

Objective 2: John will attend to non-preferred tasks for a minimum of 20 minutes with minimal prompting.

Objective 3: Given a category and verbal cue, John will name 3-5 items that belong in a given category.

Baseline Level of Mastery: 80 % accuracy data collection

Service Provider(s) for this goal: Special Education Teacher

Skill Area:

Standard:

Annual Goal:

Baseline Level of Mastery:

Service Provider(s) for this goal:

Skill Area:

Standard:

Annual Goal:

Baseline Level of Mastery:

Service Provider(s) for this goal:

Special Education Department

Individualized Education Program (IEP)

Student (Pseudo) Name: John Jackson Accommodations (Form E) IEP Meeting Date:10/30/2023

Student ID 0123456789 DOB:11/26/2018

ACCOMODATIONS

Date Given to General Education Teacher: 11/5/2023 Service Coordinator: 10/31/2023

Accommodations	Type	Location
Instructional Accommodations	3	A
Preschool – Individual or small group assessment	3	A
Preschool – Additional age-appropriate materials to address individual goals.	3	A

LEGEND FOR TYPE AND LOCATION FIELDS

Type:

1 = Class work/assignments 2 = Assessments/tests 3 = Both class work/assignments/assessments

Location:

A = All Subjects B = Language Arts/English C = Reading D = Spelling E = Math

F = Science G = Social Studies H = Health I = Electives J = Physical Education

K = Lunch L = Transition / Vocation M = Library N = Title 1 O = Special/Exploratory

Family Communication

How will the family be informed of their child’s academic progress and the extent to which that progress is sufficient to enable the child to achieve annual goals by the end of the year?

Every nine weeks, parents will be provided with an update on their child’s academic progress.

IEP Team Consideration for Extended School Year

Consideration for eligibility: The committee members have reviewed the relevant factors and concluded that none of them are applicable. As a result, they have determined that the student does not require Extended School Year (ESY) services.

Eligible for ESY: No

Written explanation as to why ESY is or is not needed: The possibility of a significant decline in essential skills during a regular school break, with the inability to regain those skills within a reasonable timeframe, is a concern. This includes both the actual and anticipated progress related to these crucial skills. There may also be emerging skills or opportunities for breakthroughs that could necessitate continuous instruction during a school break. Additionally, any substantial disruptive behaviors that have been identified as IEP goals and have hindered the student from benefiting from their educational program during the regular school year are considered. The nature and severity of the disability, as well as any other special circumstances, are also taken into account.

Special Education Department

Individualized Education Program (IEP)

Student (Pseudo) Name: John Jackson Services and Environment (Form I) IEP Meeting Date: 10/30/2023

Student ID:0123456789 DOB:11/26/2018

SPECIAL EDUCATION SERVICES TO BE PROVIDED Special education services are necessary to meet special education goals and objectives during the school calendar year.
The child is in need of specially designed instruction in the following areas:
Special Education Services	Instructional Setting/ Location	Start Date	Frequency	Provider	Duration/ End Date
Small Group	preschool special education classroom	10/30/2023	3 - 3Hr sessions Weekly	Special Education Teacher	10/29/2024


Clarification: The IEP team has concluded that John requires 360 minutes of small group instruction in a separate class due to his developmental delay. Services will be provided using developmentally appropriate practices.
EDUCATIONALLY RELEVANT RELATED SERVICES
Special Education Services	Instructional Setting/ Location	Start Date	Frequency	Provider	Duration/ End Date
Special Transportation	Transportation To and/or From School	10/30/2023	3 - 1Hr sessions Weekly	Transportation Personnel	10/29/2024


Clarification: Transportation will be provided by special transportation to and from school.
EDUCATIONALLY RELEVANT SUPPLEMENTARY AIDS/ASSISTIVE TECHNOLOGY and SERVICES for STUDENTS .
Special Education Services	Instructional Setting/ Location	Start Date	Frequency	Provider	Duration/ End Date
Speech	Small Group	10/30/2023	1-30 Min sessions weekly	Speech/ Language Pathologist	10/29/2024


Clarification: John will receive 30 minutes of speech service to meet his goals and objectives.
SUPPORTS FOR SCHOOL PERSONNEL
Special Education Services	Instructional Setting/ Location	Start Date	Frequency	Provider	Duration/ End Date



Clarification:

Standard 4: Preparation for IEP Meeting

The IEP team must cover mandated topics during the IEP meeting. Topics that must be addressed during the IEP include, but are not limited to, an introduction of team members, clarifying the type of meeting (initial, review, amendment/addendum to current IEP), the required components of the IEP, the procedural safeguards, and prior written notice.

IEP Meeting Planning

Required Participants/Roles: List the participants of an IEP meeting and their roles, including whether or not the student is expected to participate.

Kathleen Carter Speech & Language Pathologist

Tanya Cornelius IEP Case Manager /Special Ed Teacher

John Jackson Student

Keisha Jackson Parent

Lisa Sharper Special Ed Administrator LEA Rep or Designee

Ashley Patterson General Education Teacher

Required Agenda Outline: In 500-750 words, create an agenda for the IEP meeting. Discuss the required topics you must address (i.e., introduction of team members, whether or not this is an initial or review or an annual IEP, discussion of test results, present levels, goals, services, Least Restrictive Environment (LRE) statement, Extended School Year (ESY) services, procedural safeguards, and prior written notice.

The IEP meeting will be outlined as the following:

The primary objective of today’s meeting is to conduct an annual review of the Individualized Education Program (IEP). This is a crucial process that ensures we are providing the best possible support for John’s educational journey.

At the start of the meeting, we made sure to introduce all attendees. This is an essential step as it fosters a sense of community and collaboration. We believe that everyone’s input is valuable in shaping John’s educational path.

We also took the time to review parental rights. We understand that as a parent, you play a pivotal role in John’s education. Therefore, we want to ensure that you are fully aware of your rights and responsibilities in this process.

Next, we will review John’s old goals. This gave us a chance to reflect on his progress and identify areas where he has excelled or may need additional support. We then developed new goals and objectives tailored to address John’s developmental and speech-language delays.

John’s academic, developmental, and functional strengths were discussed in detail. His increasing engagement in social play with his peers is a testament to his growing social skills. His ability to clean up after himself and place his items in his cubby demonstrates his developing sense of responsibility.

John’s use of the visual schedule to inform his peers about the school routine shows his leadership skills. His task completion rate of 80-100% accuracy for at least 10 minutes is impressive. His recognition of colors and shapes, tracing of simple lines and shapes, counting to ten independently, and writing his name with assistance are all indicative of his academic progress.

In the area of language, John has made significant strides by completing all three objectives. His ability to label age-appropriate pictures/objects from various categories, respond correctly to “wh” questions based on recently presented information, and answer simple yes/no questions demonstrate his improved vocabulary and comprehension skills.

We discussed various service options and, as a team, agreed on the most appropriate one for John. He will continue to attend the preschool special education classroom, which we believe is the best environment for his learning needs.

We addressed any concerns you may have as a parent and documented them in the IEP. We believe in maintaining open communication and ensuring that your concerns are heard and addressed.

Transportation will be provided by special transportation to and from school. This is to ensure that John can attend school regularly and punctually.

We reviewed the Prior Written Notice (PWN), and you elected to receive it electronically. Parents choose to have goals and objectives implemented as soon as possible. This is a crucial document that outlines the decisions made during the IEP meeting. A copy of the IEP, PWN, and parent rights will be mailed to you for your records.

In conclusion, this meeting was a collaborative effort to ensure that John receives the best possible support for his educational journey. We appreciate your involvement and look forward to continuing to work together for John’s success.

Plan for Conflicts: Provide a description of ways you can involve parents in the development of the IEP. Discuss whether you anticipate issues or conflicts that may arise during the meeting and your plan on addressing those concerns.

In terms of potential issues or conflicts that may arise during the meeting, it’s important to anticipate these and have a plan in place to address them. This could include:

4. Clear Communication: Ensure that all communication is clear and understandable. Avoid using jargon or technical terms that parents may not understand.

5. Active Listening: Show empathy and understanding by actively listening to parents’ concerns. This can help to build trust and prevent misunderstandings.

6. Problem-Solving Approach: If a conflict arises, take a problem-solving approach. This involves identifying the problem, discussing possible solutions, and agreeing on a course of action.

7. Mediation: In some cases, it may be helpful to have a neutral third-party present to mediate the meeting. This can help to ensure that all voices are heard and that the meeting remains focused on the child’s needs.

Mock IEP Introduction Video

Now that you have outlined the IEP meeting agenda, you are prepared to conduct the meeting. In order to prepare for running your first official IEP meeting, record yourself as if you were conducting the IEP meeting. Your video should not exceed 15 minutes in length.

Focus your practice on the meeting introduction. Include the following components within your recording:

· An introduction of all parties represented and their roles

· Reason for the meeting (initial IEP or IEP review)

· Meeting norms so all parties are heard and respected

· Review of the PLAAFP including the discussion of test results, present levels, goals, services, Least Restrictive Environment (LRE) statement, Extended School Year (ESY) services, procedural safeguards, and prior written notice (PWN).

Conclude your video by providing an explanation of how you would actively listen to and address the needs of families and other stakeholders throughout the meeting.

After recording yourself, review and reflect upon the video below.

Mock IEP Introduction Video Link: https://youtu.be/_3v4tO0CTjQ

Video Recording Link: If you are submitting your video to OneDrive, note it here.

Reflection: In 250-500 words, reflect on your IEP meeting practice session. In what areas do you feel you did well? In what areas would you like to have more guidance and coaching before conducting your first official IEP on your own? What plan of action do you have for more coaching and guidance?

In terms of further coaching and guidance, I believe that continuous learning and improvement are key. This could involve seeking feedback from colleagues and mentors, participating in professional development opportunities, and staying updated on the latest research and best practices in special education.

Now, let’s expand and rephrase your experience as a student teacher:

Over the course of my journey as a student teacher, I have had the opportunity to conduct numerous Individualized Education Program (IEP) meetings. This experience has significantly boosted my confidence in public speaking. Initially, I found myself quite anxious, especially when it came to recording my own voice. However, with time and practice, I have managed to overcome this hurdle.

I am fortunate to have a strong support system in place. My mentor, in particular, has been instrumental in my growth. They provided me with a comprehensive binder that outlines the step-by-step process of conducting an IEP meeting. This resource has been invaluable in helping me navigate the complexities of the IEP process.

When I first started, my nerves would cause me to speak rapidly. However, as I gained more experience and became more comfortable in this role, I noticed a significant improvement in my delivery. I am now able to speak at a comfortable pace, ensuring that my message is clear and easily understood.

To date, I have successfully completed approximately 15 IEPs. With only two more left for this academic year, I am confident in my ability to effectively conduct these meetings. Each completed IEP serves as a testament to my growth and development in this role. I look forward to continuing to learn and improve in my journey as a student teacher.

Standard 5: Implementation, Communication, and Progress Reporting

Accountability of Free Appropriate Public Education (FAPE) is mandated by the Individuals with Disabilities Education Act of 2004 (IDEA). IEP teams must have a plan to document the provision of services as written in the IEP. Appropriate and accurate data must also be collected to document quarterly progression toward mastery of IEP goals. Teams must have a plan for on-going data collection, communication, and presentation of data to the parents/guardians during quarterly progress reports and annual IEP review meetings.

Accommodations Progress and Communication Plan

Complete the Accommodations Table below, demonstrating how you plan to ensure all accommodation is being met in the general education setting (if applicable). If the student is not in a general education classroom, indicate how the student will receive accommodations in content specific areas based on his or her PLAAFP and IEP goals.

On the Accommodations Table, note the dates when you will obtain progress reports from the general education teacher or related services staff so that you can gather data on progress (if applicable). If no general education teachers are reporting, indicate the dates of your (special education teacher) reporting.

In addition, use the Accommodations Table to gather data on the student’s progress for the first Quarterly Progress Report.

NOTE: Only two dates are included on the Accommodations Table for the purpose of this assignment. You may not gather data on both dates in the duration of your placement, but dates should be noted.

Accommodations Table

Goal 1: Given direct instruction by the SLP, John will increase overall language skills by the end of the IEP by completing 2 of 3 objectives.

Implemented Accommodations:

Instructional Accommodations:

* Cues will be provided.

* Material will be given in manageable parts.

* Tasks will be presented in a variety of styles. * Directions will be repeated, rephrased, and/or simplified as needed.

* Extra time will be given for classwork and student responses

Person(s) Responsible:

Speech & Language Pathologist

Quarterly Progress Report 1 Date:

Data Results:

Quarterly Progress Report 2 Date:

Data Results:

Goal 2: John will complete his social/emotional behavioral objectives to improve his social development with 80% accuracy before the end of his annual IEP review.

Implemented Accommodations:

Instructional Accommodations:

* Cues will be provided.

* Material will be given in manageable parts.

* Tasks will be presented in a variety of styles. * Directions will be repeated, rephrased, and/or simplified as needed.

* Extra time will be given for classwork and student responses

Classroom Testing Accommodations:

* Preschool – Individual or small group assessment

Supplemental Aids and Services:

* Preschool – Additional age-appropriate materials to address individual goals.

Person(s) Responsible:

Special Education Teacher

Quarterly Progress Report 1 Date:

Data Results:

Quarterly Progress Report 2 Date:

Data Results: Student Teaching

Accommodations Summary:

In 100-150 words, summarize information from the Accommodations Table as well as data you have gathered through teaching and observing the student. Address mastery of goals, progress towards mastery, and overall service provision.

Communication Plan for General Education Teachers and Related Services Staff:

After completing the accommodations table and summary, in 150-250 words, describe a communication plan that outlines how you plan to share the student’s progress information with the necessary faculty and staff. Address how you and your colleagues will continue to monitor progress along the way, prior to receiving the quarterly progression updates.

Standard 6: Revised IEP

IEP teams are expected to regularly analyze and document students’ progress on their IEP goals throughout the year. This includes identifying when there are changes affecting the student and presenting evidence of attempts to meet student needs when there is a lack of progress. To address times when information, services, or goals need to be changed or added to an existing IEP, the Individuals with Disabilities Education Act of 2004 (IDEA) describes the regulations and procedures for changing an IEP using an amendment or addendum. An amendment is used to change something already in the IEP. An addendum is used to add something new to the IEP, such as goals, services, or accommodations.

After reflecting on your completed Standard 5 content, create a progress report addendum and/or amendment (based on changes needed) to be added to the initial IEP, or describe why neither an addendum nor amendment are not needed.

Data Collection and IEP Modifications

Stakeholders involved in special education must be aware of the student progress monitoring process, keeping the goal of mastering IEP goals and presenting evidence of attempts to meet said goals in mind. It is vital to keep a record of new information affecting student needs, including a lack of progress when an IEP is in effect, using an IEP amendment or addendum. An amendment is a change to the IEP and an addendum is the addition of goals or services and accommodations to the IEP.

IEP Modification Need

After monitoring and gathering data, analyze how the student is performing on his or her IEP goals and with the accommodations. Consider whether there is a need for an addendum and/or an amendment for the student. If there is a need, in 50-100 words explain this need and the approach to be taken (an amendment or an addendum). If there is no need at this time, simply explain how the student is performing and progressing toward their IEP goals.

Family Communication Plan

In 50-100 words, discuss how you plan to communicate the student’s progress on his or her IEP goals with the parents/guardians. (You may want to discuss this process with your mentor so you have a method to use for future practice.)

Standard 7: Reflection of the IEP Process

Reflection is an important part of professional practice. Professional special education teachers plan and frequently reflect on their delivery of services, instruction, data collection procedures, and individual student progress. Identification of practices that have worked, and those that have not, can help the special education teacher adjust instruction and services to better meet the needs of students.

Continued Learning

After completing the Individualized Education Program (IEP) Performance Template, reflect upon three best practices you have learned from this student teaching experience in 50-150 words.

Improved Practice

Based on your experience of developing and delivering your Individualized Education Program (IEP) Performance Template, list three implications for your future teaching practices in 50-150 words. Consider concepts you want to take with you into your own classroom, such as how you will establish and maintain organization in order to facilitate the IEP process in your classroom.

Individualized Education Program (IEP) Performance Template

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