Catherine Owens

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Writing the IEP

Introduction

Writing the individualized education program (IEP)

Use this guide to write an IEP to help you complete the Georgia IEP suggested form for the final project.

The Georgia IEP form contains all the components required by IDEA

2004 and some additional components required by the Georgia Department of Education

(GaDOE). It is a word document and generally user friendly.

Writing an individualized student IEP is a very personal process, in which you are telling a story about

part of a child’s life. Each student’s strengths and weaknesses are assessed and considered by a team

of professionals, the parents, and at certain times the student himself. It is a

very important process with team members collaborating on a plan to support the unique needs of the

child.

In writing the IEP, the team must look at the student’s “strengths”, not just at his “needs/weaknesses”,

and design an appropriate program that

provides involvement and progress in the general curriculum. In Georgia, the Georgia Performance

Standards are the curriculum for all students even those with the most significant cognitive disabilities.

By using this guide, the process of IEP development should not be too intimidating. The required elemen ts of the IEP are listed and discussed below with helpful hints to make the development of the IEP easier for the team.

Key Points

-Write the IEP so that the different sections of the IEP relate to each other and are all linked to the

PLAAFP.

-Base goals, supports, services on the information provided in the present levels.

-Write the IEP to document participation and progress in the general curriculum. That is everything is linked - - 1) present levels of performance (PLAAFP what the student does now) is linkedto the - 2) needs statement (baseline of performance change) - 3) annual goals quantify the outcome after a year of instruction (behavior/performance, conditions under which the behavior/performance will happen, and what is the expectation for level ofp erformance (criteria), - 4) supports (accommodations and modifications) necessary to achieve goal. And all must reflect expectations of movement towards progress in the general education curriculum. Cover Page

This first page of the IEP contains student information and IEP meeting information. Do not leave any

empty blank in this section. Typically, this section of the IEP contains a place for the appropriate team

members to sign in or be identified.

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-Provide all required information. For the generic IEP, you may make updates and name.

-Check that you have signatures for all required participants.

Parent

Special Education Teacher

Regular Education Teacher

LEA Representative (District Agency Representative) Student (whenappropriate)

Related Services Providers (if applicable)

While not required -- you can role play this assignment with others -

- the input would be an important part of the process.

Present Levels of Academic Achievement and Functional Performance

The language change in IDEA 2004 emphasized that determining where a child was performing acade-

mically was only part of the picture. Other areas of functional development (social, inappropriate

behavioral, etc.) also required attention in the Present Levels of Academic and Functional Performance

(PLAAFP) and from the IEP Team (Gibb & Dyches, 2007).

In Georgia, PLAAFP address:

· Results of the most recent evaluation and state and district assessments,

· Academic, developmental, and functional strengths,

· Academic, developmental, and functional needs,

· Parental concerns regarding their child’s education, and

· Impact of the disability on involvement and progress in the general education curriculum.

To be helpful, the Present Levels must be explicit, detailed, and completely current. The Present Levels

must define objective baseline performance for each area of need related to the student’s disability or

disabilities. Using the generic form, include this information in the Academic, developmental, and

functional needs section. This data is then used to develop measurable annual goals and

accommodations. There should be alignment between the Present Levels and other parts of the IEP.

Curriculum based measurement (CBM) is valuable in assessing students as it is aligned with the local

curriculum and instruction.

Personal opinions and other subjective measures are inappropriate to use to evaluate annual

goals.

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Other background information about the student may be included in the Present Levels, but will not be

used in writing IEP goals and accommodations/modifications. This information might include the results

of nationally normed cognitive and achievement assessments.

**However, chunks of an assessment report should not be copied into the Present Levels.

Key Points

Identify and prioritize the academic and functional needs of the child that you address in goals and

accommodations.

Identify the other needs that result directly from the child’s disability. Provide baseline data

for each need in the needs section of the PLAAFP.

Write present levels that are specific, measurable, and objective. Curriculum based measurement(CB

M) is frequently used to determine present levels of performance that are aligned with the local

curriculum and instruction. Observational data are also helpful. These types of data are helpful because

they can be used in progress monitoring during the year.

Describe the student in a positive manner.

Report parental concerns in the present levels.

Under most recent evaluation and state test results, it is the common practice to put the most recent

cognitive test score (generally the Stanford-Binet-IV or WISC-IV) and the most recent state testing.

****Don’t put a long list of test results that are also in the psychological.

****Don’t keep a list of test results from year to year.

Consideration of Special Factors

Address these factors:

· Inappropriate Behavior

· Limited English Proficiency

· Blindness/Visual Impairment

· Communication Needs

· Deaf or Hard of Hearing

· Assistive Technology

· Alternative format for instructional materials

Each of the seven special factors must be addressed by indicating yes or no.

If yes, then further attachments or information may be necessary.

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Transition Service Plan

In Georgia, the transition service plan is completed no later than entry into 9th grade or by age 16,

whichever comes first. Nothing prevents the IEP Team from developing a plan

earlier if it is determined to be appropriate. Check your state rules on when transition should be added

to the IEP.

**** For this course, a Transition Service Plan is not required.

Measurable Annual Goals

Measurable Annual Goals and ShortTerm Objectives/Benchmarks. Annual goals are written to meet the

unique needs of the child identified in the present levels. The Present Levels provide the baseline

information for the development of measurable annual goals. Annual goals in academic content areas

may be drawn from the general education curriculum but must be written in measurable form. Most

often goals address supplementary instruction that is needed to build skills and thus provide access to

the general curriculum.

Measurable annual goals, with objective criteria, detail what a child can reasonably be expected to

achieve within a 12-month period with the provision of special education and related services. To

accomplish this, the child’s performance is measured against the district’s standards or benchmarks for

basic skill areas. If the district does not have published benchmarks, then teachers may use those that

are in the research literature.

Three critical components of the annual measurable goal are:

· Conditions specify the manner in which progress toward the goal is measured.

Conditions are dependent on the behavior being measured and involve the application of skills

are knowledge. Examples:

o When presented with a second-grade reading passage,

o When given a mixed fourth-grade- level math calculation probe, or given a story prompt and three

minutes to write,

· Behavior clearly identifies the performance being monitored, usually reflects an action or can be

directly observed and is measurable. (do not include “will be able to”)

o Sarah will read

o John will correctly write the sum

o Sue will write

· Criterion identifies how much, how often, or to what standards the child (behavior) will

perform in order to demonstrate that the goal has been mastered. The goal criterion specifies the

amount of growth the child must make by the end of the annual goal period.

o 107 words per minute with 5 or fewer errors. or 85% or more of the problems presented.

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o 37 words per minute.

****Please note the % is NOT required -- you will note that only one of the examples is a %

use of % in goals that are not appropriate will be penalized

Goals:

1. When presented with a second grade reading passage, Sarah will read 107 words per minute with 5 or fewer errors. 2. When given a mixed fourth-grade- level math calculation probe, John will correctly write the sum/difference/product/quotient for 85% or more of the problems presented. 3. When given a story to read (prompt to write a summary of the story) and three minutes to write, Sue will write 37 words per minute.

Elementary Example:

Present Level: Robert is a second grade student who does not decode basic sight words. According to DIBELS administered in August (at the start of his second grade year), he had an oral reading fluency of 4 2 words per minute. Goal: When given a second grade reading probe, Robert will increase his oral reading fluency to 89

words per minute. **** Explanation - Refer to the research norms for Oral Reading Fluency (ORF) for

the words per minute to use in the goal. If you are writing a goal in May for the following year, check

the students ORF on reading passages from the grade that he will be in for the following year.

In the example above, Robert was tested at the beginning of second grade and so the goal was written

on second grade norms.

Middle School Example:

Present Level: When given a mixed 7th grade level math calculation probe, in two minutes Jeff writes the answers (sum/difference/product/quotient) to the problems with 38 digits correct. He does not monitor his work for accuracy and tends to run through assignments in his general education math class. Goal: When given a mixed 7th grade math calculation probe, in two minutes Jeff will complete the problems with 68 digits correct.

High School Example:

Present Level: Joe does not organize his written work so that it makes sense to the reader and conveyst he information that he intends. When Jeff’s written work is graded, for punctuation and spelling, he averages 50% accuracy. Goal: When given grade level writing assignments, Jeff will plan his papers using prewriting strategies (freewriting, clustering, and outlining) resulting in a paragraph that provides only information on the topic that includes main topic, example/fact and detail. Goal: When given grade level writing assignments, Jeff will edit his papers with 90% accuracy for both punctuation and spelling. Short term Objectives

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Check short-term objectives are “benchmarks” for indicating progress towards goals

- same action verb as goal.

Write short-term objectives/benchmarks that set high (yet reasonable) expectations to lead to goals.

Typically, the same number as when “grades reports” are issued -

- to give parents the progress report that student is on target to meet annual goal (four are typical -

- every nine weeks, etc.)

Student Supports

Accommodations, supplemental aids and services, and supports for school personnel are documented in this area. In determining whether a student needs accommodations or modifications, use the information below. Accommodations are:

·adaptations of general curriculum that do not modify content and do not reduce learning expectations

·supports or services provided to help a student access and demonstrate learning

(Bowers, 2004, State Rules, 2007).

Example: In the grade level student text, substitute easier words for the more difficult vocabulary. Put

the easier words on a transparency that students place over the page.

Example: Provide a skeletal set of notes for the student with disabilities that has difficulty with writing.

Modifications are:

· changes in content and performance expectations (Bowers, 2004)

· substantial alterations of what a student is expected to learn and demonstrate.

Example: Delete certain standards in the general curriculum for a student with disabilities.

Example: Utilizing a specialized curriculum written at a lower level.

Note: Batemen and Linden (2006) do not differentiate between accommodations and modifications.

Many ofthe modifications listed on pages 138 and 139 are accommodations.

Commonly Used Supports-

This is a brief list of commonly used supports that you can reference for ideas asyou write your IEP.

Certainly, there are many other supports that can be used for students with disabilities. Instructional

Accommodations should be individualized for the student. Accommodations must relate to the nature

of the disability and must not be a merely a list of items that might work for the student. Select the key

accommodations that the student needs and monitor the use and implementation of the

accommodations.

Instructional Accommodations

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· John has very poor writing skills and is extremely slow in completing notes in the classroom. His

notes are generally incomplete and difficult to read. Provide student a copy of lecture notes. Have him

use a highlighter during lecture to highlight key vocabulary and points made by the teacher. John may al

soneed additional time to complete written assignments in the classroom.

· Suzy is extremely disorganized and often loses textbooks. Provide a home set of

textbooks/materials.

- Allison can understand the Social Studies content when it is read to her.

Provide the student with books on tape for Social Studies.

·Joe is easily distracted in the classroom and requires preferential seating.

Classroom Test Accommodations-

Test accommodations should be instructional accommodations that the student needs to access

classroom tests. Many instructional accommodations would not be appropriate for classroom testing

accommodations. In the examples above extended time and preferential seating might be included as

classroom test accommodations.

Supplemental Aides and Services

Tutoring

Adult assistance

Positive behavior supports or behavior improvement plan

Communication needs for deaf/hearing impaired (FM System)

Supports for SchoolSystem Personnel

Training for teachers on an assistive technology device used by the student

Staff Development on a multisensory reading program used by students

Key Points

Select accommodations that relate to the students needs identified in the present levels.

Individualize accommodations.

Provide only the accommodations that the student needs to access and make progress in the general

curriculum.

Monitor implementation of the accommodations.

Assessment Determination for District and Statewide Assessments for Grades K-12

This section documents the type of assessment determined for students— required state assessments or analternative assessment. If a student is participating in regular

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assessments, then accommodations may be madethat are consistent with those approved by the state. In Georgia, teachers should consult the most currentStudent Assessment Handbook for these approved accommodations. In Georgia accommodations used on state testing ‘must be aligned with and be a part of daily instruction” (Georgia Department of Education, 2008, p. 7). This means that state test accommodations must also be classroom and instructional accommodations. Others States provide guidance on their state web site. Commonly Used Accommodations-

This is not an exhaustive list of accommodations. This is a brief list that

you can reference as you write IEPs.

Setting Accommodations

Small group

Preferential seating

Scheduling Accommodations

Extended time

Frequent monitored breaks

Presentation Accommodations

Large print

Braille

Color overlays, templates, or place markers

Response Accommodations

Scribe

Adapted writing tools

Special Education: Instruction/Related Services in General Education

Special Education: Instruction/Related Services Outside of the General Education Classroom

In Georgia, you check the options considered and then fill in the required information for the options

that are selected. You must document in the IEP all the services to be delivered on behalf of the child

and provide frequency, dates and location of services. All IEPs must document an explanation of the

extent, if any, to which the child will not participate with nondisabled peers in the general education

classroom and in the nonacademic and extracurricular activities.

Key Points

Decide placement after goals, objectives, and supports are agreed upon

Determine if placement is in the least restrictive environment

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Provide an explanation if the student is not participating in all general education activities

Select placement(s) that provide support for the student’s identified needs.

Extended School Year

Extended School Year (ESY) must be considered annually and it extends goals and/or objectives from the current IEP. States provide guidelines on determining eligibility for ESY. If the IEP Team determines that ESY is needed, then the team should describe the type of service needed. Provide the frequency, duration, service provider, and location. New goals cannot be created and addedto the IEP for ESY services. Districts provide ESY when those services are needed so the student with a disability may receive benefit from his/her educational program during the school year. ESY services are not provided just because the child would benefit from the services. Teams must look at multiple factors and determine if the services are necessary for the student.

The individual needs of the child should be considered along with such factors as:

· the severity of the disability

· the age of the child

· transitional needs

· the rate of progress or regression that may limit the child’s ability to achieve IEP

goals/objectives

· relative importance of IEP goals at issue

· whether the child is at a critical point of instruction, such as emerging skills

· whether there were any delays or interruptions in services during the school year

(Georgia Department of Education, 2007)

Key Points

Document the consideration of ESY at least annually. (Example: John is making progress on his IEP goals

and should master his goals according to the timelines in his IEP. Extended School Year services are not

needed at this time.)

Make decisions for ESY on multiple factors. (Example: John’s progress on mastering basic reading skills has been very slow during this school year. He has just mastered blending of C - V- Cworks. ESY is recommended so that he can continue practice on this critical skill in order to master his IEP goals in this area. His IEP goals in reading are a priority for his teachers and parents.) Make sure that you are documenting progress on annual goals throughout the year. This will help in the determination of ESY. Base ESY services on existing goals.

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Bateman, B. D. & Linden, M. A. (2006). Better IEPs: How to develop legally correct and educationally useful programs. Verona, WI: Attainment Company.

Bateman, B. D. & Herr, C. M. (2006). Writing measurable IEP goals and objectives. Verona, WI: Attainment Company.

Georgia Department of Education. (2008). Accommodations manual: A guide to selecting, administering, and evaluating the use of test administration accommodations for students with disabilities.

Gibb, G. S., & Dyches, T. T. (2007). A guide to writing quality individualized education programs. Boston, MA: Allyn and Bacon.

IEP Final Assignment Rubric.pdf