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iepwriting-summer2020.pptxSPE 501 Summer, 2020 IEP writing
Summer 2020
Module 3
Dr. Pam Jessee
A student profile with formal evaluations and academic achievement.
The beginning dates of the program and its duration.
A statement of special instructional factors that are to be addressed in the IEP.
A statement of transportation needs.
A statement of opportunities to participate with nondisabled peers.
2
A statement of frequency and method of progress reports.
The signature page that provides a statement of least restrictive environment.
Behavior Improvement Plan (BIP), if needed.
Transition plans included in the IEP for students age
14 ½ and over.
Benchmark pages for students taking alternative state assessments.
3
IEP Goals
The IEP goals pages are the most important section of the document. They focus on the specific areas that need special education services and include the following:
Present level of performance statements,
Measurable annual goals,
Evaluations used to measure annual goals,
Benchmarks to be achieved to meet goals (If student is taking an alternative state assessment), and
Special education and related services needed to achieve the annual goals.
4
Present levels of Performance
Student Strengths
Parental Educational concerns
Academic Functioning
Functional Behavior
PLOP: Academic Functioning Things to consider:
ANSWER THE TWO IMPORTANT QUESTIONS:
Is the child making progress?
How do they compare to typically developing peers?
AND: What is the evidence?
OTHER THINGS YOU CAN CONSIDER
Learning style. Attention strengths or deficits.
Organization skills. Social skills. Creative thinking abilities. Logical reasoning. Physical abilities (fatigue, sensory issues, etc.)
PLOP example:
Sara is quiet in the classroom. Her visual memory and visual processing scores are above average, so she learns easily through pictures and images. She is ahead of her peers in science and social studies, as well as in writing and reading.
Sara’s standardized reading composite test score is at the 73rd percentile. Her writing composite is at the 69th percentile. Sara struggles with math. Her standardized scores for math computation are at the 12th percentile. Her math reasoning scores are at the 18th percentile.
Sara requires a lot of support to stay on task, especially to complete her math problems. She does better when she is provided a number-line or calculator. Otherwise, Sara is happy, and seems eager to please her teachers by doing her best work.
Long Term Objective
Written for 1 year
Reviewed and revised at the Annual Review
Best guess of how much progress the child can make in one year’s time
Smart Goal Format
| Smart Goal Format | |
| Specific | What do I want the child to achieve? |
| Measurable | How will I know they have achieved it? |
| Attainable | Is the goal attainable? Is it too easy? Is it too hard? |
| Relevant | Is it essential to help the student navigate in a nondisabled world? Is it meaningful to the student? |
| Time Bound | What is the timeline for achieving the goal? What are the benchmarks along the way that will show we are making progress? |
Three short Term objectives: Breaks the goal into smaller units for attainment. Objective:
| Evaluation Criteria _____ % Accuracy __/___ # of Attempts _____ Other | Evaluation Procedures ___ Observation Log ___Data Charts ___Tests ___Other | Schedule for Determining Progress ___Daily ___Weekly ___Quarterly ___Semester ___Other | Dates Reviewed/Extent of Progress (optional) |
Short Term Objectives
Roadmap to meeting the long term goal
Breaks the skills down into smaller, measureable parts or benchmarks
Describes levels of increasing performance
Increases in scoring like CBMs
Decreases the amount and type of assistance that may be needed
Increases the complexity of the task
Example of a Long term goal: Student will improve oral reading fluency as measured on CBM increasing scores to the 35th percentile by the end of the year.
By the end of Quarter 1 the student will perform at the 20th percentile as measured on the CBM assessment for Oral Reading Fluency.
By the end of Quarter 2 the student will perform at the 25th percentile as measured on the CBM assessment for Oral Reading Fluency.
By the end of Quarter 3 the student will perform on at the 30th percentile as measured on the CBM assessment for Oral Reading Fluency.
Decreasing levels of assistance needed
to achieve the goal
Example based on grade level curriculum
Complexity of the task
Long Term goal: Student will write a 3 paragraph essay using
graphic organizers as measured through a classroom
Assignment rubric with 70% accuracy by May 31, 2021.
STO #1: Student will use a graphic organizer to outline notes and ideas to be included in the introduction, Body and concluding paragraph with 90% accuracy as measured .
STO #2: Student will create an introductory and concluding paragraph using a graphic organizer for paragraphs of 3 to 4 sentences as measured on the classroom assignment rubric with 80% accuracy.
STO#2: Student will write the body of the essay using a graphic organizer to identify 3 main ideas and writing 2 sentences for each idea as measured on the classroom rubric with 75% accuracy.
