Standard 2: Individualized Education Plan \u2013 Part 1<\/p>\n
Base the IEP on the student you are following throughout your student teaching placement. <\/p>\n
All identifiable student information should be replaced with pseudonyms for confidentiality. In addition, some information has been marked “Do not complete”\u2019 due to confidentiality concerns. <\/p>\n
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.<\/p>\n
Special Education Department<\/p>\n
Individualized Education Program (IEP)<\/p>\n
Student Name: John Smith Student Data\/Cover Sheet (Form A-1) IEP Meeting Date: 12-08-2021<\/p>\n
Demographic Information<\/p>\n
Student Number:<\/p>\n
12345678<\/p>\n
Student (Pseudo) Name:<\/p>\n
John Smith <\/p>\n
Birthdate:<\/p>\n
11-20-2009<\/p>\n
Gender:<\/p>\n
Male <\/p>\n
Grade:<\/p>\n
6th <\/p>\n
Student Address:<\/p>\n
976 Tinton Ave <\/p>\n
Home Phone:<\/p>\n
Do not complete<\/p>\n
City, State, Zip:<\/p>\n
Bronx, New York, 10456<\/p>\n
Parent 1 (Pseudo) Name:<\/p>\n
Tom Smith <\/p>\n
Parent 1 Relationship:<\/p>\n
Father <\/p>\n
Parent 1 Address:<\/p>\n
Do not complete.<\/p>\n
Home Phone:<\/p>\n
Do not complete.<\/p>\n
City, State, Zip:<\/p>\n
Do not complete.<\/p>\n
Work Phone:<\/p>\n
Do not complete.<\/p>\n
Parent 1 Email:<\/p>\n
Do not complete.<\/p>\n
Parent 2 (Pseudo) Name:<\/p>\n
Jane Smith <\/p>\n
Parent 2 Relationship:<\/p>\n
Mother <\/p>\n
Parent 2 Address:<\/p>\n
Do not complete.<\/p>\n
Home Phone: <\/p>\n
Do not complete.<\/p>\n
City, State, Zip:<\/p>\n
Do not complete.<\/p>\n
Work Phone:<\/p>\n
Do not complete.<\/p>\n
Parent 2 Email:<\/p>\n
Do not complete.<\/p>\n
Primary Language of Home:<\/p>\n
English <\/p>\n
Primary Language Survey Date: 10-21-2021<\/p>\n
Primary Language Survey Results: 10-26-2021<\/p>\n
Language of Instruction:<\/p>\n
English <\/p>\n
Home District: Bronx <\/p>\n
Attendance District: Bronx, NY<\/p>\n
Service Coordinator: <\/p>\n
Michelle Cooper<\/p>\n
Home School: None <\/p>\n
Attending School: P17x <\/p>\n
Vision Screened On: 05-10-2020<\/p>\n
Results: 20\/20<\/p>\n
Hearing Screened On:<\/p>\n
04-08-2020<\/p>\n
Results: 22DB<\/p>\n
Meeting Date: 12-08-2021<\/p>\n
Anticipated Duration of IEP: <\/p>\n
From: 11-20-2021 To:<\/p>\n
Re-evaluation Due: 12-02-2021<\/p>\n
Current Evaluation: 11-15-2020<\/p>\n
Special Education Primary Category 1:<\/p>\n
Special Education Eligibility Category 2:<\/p>\n
Special Education Eligibility Category 3:<\/p>\n
For Students with SLD only, the following area(s) of eligibility was\/were previously determined:<\/p>\n
Level of Services: (A) <\/p>\n
Type of Meeting:<\/p>\n
Date Meeting Notice Sent to the Parent(s):<\/p>\n
Date Procedural Safeguards given to the Parent(s):<\/p>\n
This page will not need to be completed because it is a signature page.<\/p>\n
Special Education Department<\/p>\n
Individualized Education Program (IEP)<\/p>\n
Student (Pseudo) Name: Student Data\/Cover Sheet (Form A-2) IEP Meeting Date:<\/p>\n
Student ID: DOB:<\/p>\n
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\u2019s placement in special education and understand that they have the right to request a review of their child\u2019s IEP at any time.<\/p>\n
Position\/Relation to Student Participant Date (MM\/DD\/YY)<\/p>\n
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\u2019s signature and the date of this review.<\/p>\n
Special Education Department<\/p>\n
Individualized Education Program (IEP)<\/p>\n
Student (Pseudo) Name: Student Data\/Cover Sheet (Form B) IEP Meeting Date:<\/p>\n
Student ID: DOB:<\/p>\n
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP)<\/p>\n
Section 1: Current IEP Information<\/p>\n
Summarize special education services the student is receiving:<\/p>\n
Section 2: Evaluation Information<\/p>\n
Areas of Eligibility:<\/p>\n
Special Education Primary Category:<\/p>\n
Special Education Eligibility Category 2:<\/p>\n
Special Education Eligibility Category 3:<\/p>\n
For students with SLD only, the following area(s) of eligibility was previously determined:<\/p>\n
State and District Assessment Scores:<\/p>\n
Section 3: Present Level of Academic Achievement and Functional Performance<\/p>\n
Cognitive (academic performance in content areas, e.g., ELA\/Reading\/Writing, Math, Science, Social Studies, Technology and Fine Arts, as applicable)<\/p>\n
Physical (gross motor, fine motor, vision, and hearing)<\/p>\n
Oral Language and Communication<\/p>\n
Social and Emotional Behavior<\/p>\n
Adaptive<\/p>\n
Current Classroom-Based Data:<\/p>\n
Family\u2019s Input on Student\u2019s Current Performance:<\/p>\n
Summary of Work Habits:<\/p>\n
Section 4: Summary of Educational Needs and General Accommodations<\/p>\n
Special Education Department<\/p>\n
Individualized Education Program (IEP)<\/p>\n
Student (Pseudo) Name: John Smith Considerations Form (Form C) IEP Meeting Date:<\/p>\n
Student ID DOB:<\/p>\n
ADDITIONAL DOCUMENTATION\/CONSIDERATION OF SPECIAL FACTORS<\/p>\n
Considered Not Needed <\/p>\n
Included<\/p>\n
Individual Transition Plan<\/p>\n
\u2612<\/p>\n
\u2610<\/p>\n
Statement of Transfer of Parental Rights at Age of Majority<\/p>\n
\u2612<\/p>\n
\u2610<\/p>\n
Statement of Positive Behavior Interventions, Strategies, and Supports Considered for a Student Whose Behavior Impedes his or her Learning, or That of Others<\/p>\n
\u2612<\/p>\n
\u2610<\/p>\n
Statement of Language Needs in the Case of a Child with Limited English Proficiency<\/p>\n
\u2612<\/p>\n
\u2610<\/p>\n
Statement of Provisions of Instruction in Braille and User of Braille for a Visually Impaired Child<\/p>\n
\u2612<\/p>\n
\u2610<\/p>\n
Statement of the Language of Needs, Opportunities for Direct Communication with Peers in the Child\u2019s Language, and Communication Mode<\/p>\n
\u2612<\/p>\n
\u2610<\/p>\n
Statement of Required Assistive Technology Devices and Services<\/p>\n
\u2610<\/p>\n
\u2612<\/p>\n
Statement of Communication Needs for a Child with a Disability<\/p>\n
\u2610<\/p>\n
\u2612<\/p>\n
Special Education Department<\/p>\n
Individualized Education Program (IEP)<\/p>\n
Student (Pseudo) Name: Accommodations (Form F) IEP Meeting Date:<\/p>\n
Student ID: DOB:<\/p>\n
ASSESSMENTS<\/p>\n
(Rationales for the accommodations that are being chosen specific to assessments.)<\/p>\n
Rationale:<\/p>\n
State Assessments<\/p>\n
Standard Accommodation(s):<\/p>\n
District Assessments<\/p>\n
Standard Accommodation(s):<\/p>\n
CURRENT STATE STANDARDIZED TEST (i.e., AIMS, PSSA) RESULTS<\/p>\n
Testing Area<\/p>\n
Test Results<\/p>\n
Grade<\/p>\n
Semester<\/p>\n
Year<\/p>\n
Reading<\/p>\n
Writing<\/p>\n
Math<\/p>\n
Science<\/p>\n
LEAST RESTRICTIVE ENVIRONMENT (LRE)<\/p>\n
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. \u00a7300.347(a) (4):<\/p>\n
Consider any potential harmful effects of this placement for the child or on the quality of services that he or she needs \u00a7300.552 (a-b):<\/p>\n
Reason for different services at school:<\/p>\n
OR, if the above LRE information does not apply to this student, explain why:<\/p>\n
Standard 3: Individualized Education Plan – Part 2<\/p>\n
Special Education Department<\/p>\n
Individualized Education Program (IEP)<\/p>\n
Student (Pseudo) Name: John Smith Student Goals and Performance Objectives IEP Meeting Date:<\/p>\n
Student ID:12345678 Progress Report DOB:<\/p>\n
Skill Area: <\/p>\n
Standard:<\/p>\n
Annual Goal:<\/p>\n
Baseline Level of Mastery:<\/p>\n
Service Provider(s) for this goal:<\/p>\n
Skill Area: <\/p>\n
Standard:<\/p>\n
Annual Goal:<\/p>\n
Baseline Level of Mastery:<\/p>\n
Service Provider(s) for this goal:<\/p>\n
Skill Area: <\/p>\n
Standard:<\/p>\n
Annual Goal:<\/p>\n
Baseline Level of Mastery:<\/p>\n
Service Provider(s) for this goal:<\/p>\n
Skill Area: <\/p>\n
Standard:<\/p>\n
Annual Goal:<\/p>\n
Baseline Level of Mastery:<\/p>\n
Service Provider(s) for this goal:<\/p>\n
Special Education Department<\/p>\n
Individualized Education Program (IEP)<\/p>\n
Student (Pseudo) Name: Accommodations (Form E) IEP Meeting Date:<\/p>\n
Student ID DOB:<\/p>\n
ACCOMODATIONS<\/p>\n
Date Given to General Education Teacher: Service Coordinator:<\/p>\n
Accommodations<\/p>\n
Type<\/p>\n
Location<\/p>\n
LEGEND FOR TYPE AND LOCATION FIELDS<\/p>\n
Type:<\/p>\n
1 = Class work\/assignments 2 = Assessments\/tests 3 = Both class work\/assignments\/assessments<\/p>\n
Location:<\/p>\n
A = All Subjects B = Language Arts\/English C = Reading D = Spelling E = Math<\/p>\n
F = Science G = Social Studies H = Health I = Electives J = Physical Education<\/p>\n
K = Lunch L = Transition \/ Vocation M = Library N = Title 1 O = Special\/Exploratory<\/p>\n
Family Communication<\/p>\n
How will the family be informed of their child\u2019s 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?<\/p>\n
IEP Team Consideration for Extended School Year<\/p>\n
Consideration for eligibility:<\/p>\n
Eligible for ESY:<\/p>\n
Written explanation as to why ESY is or is not needed:<\/p>\n
Special Education Department<\/p>\n
Individualized Education Program (IEP)<\/p>\n
Student (Pseudo) Name: Services and Environment (Form I) IEP Meeting Date:<\/p>\n
Student ID: DOB:<\/p>\n
SPECIAL EDUCATION SERVICES TO BE PROVIDED<\/p>\n
Special education services necessary to meet special education goals and objectives during the school calendar year.<\/p>\n
The child is in need of specially designed instruction in the following areas:<\/p>\n
Special Education Services<\/p>\n
Instructional Setting\/ Location<\/p>\n
Start Date<\/p>\n
Frequency<\/p>\n
Provider<\/p>\n
Duration\/ End Date<\/p>\n
Clarification:<\/p>\n
EDUCATIONALLY RELEVANT RELATED SERVICES<\/p>\n
Special Education Services<\/p>\n
Instructional Setting\/ Location<\/p>\n
Start Date<\/p>\n
Frequency<\/p>\n
Provider<\/p>\n
Duration\/ End Date<\/p>\n
Clarification:<\/p>\n
EDUCATIONALLY RELEVANT SUPPLEMENTARY AIDS\/ASSISTIVE TECHNOLOGY and SERVICES for STUDENTS<\/p>\n
.<\/p>\n
Special Education Services<\/p>\n
Instructional Setting\/ Location<\/p>\n
Start Date<\/p>\n
Frequency<\/p>\n
Provider<\/p>\n
Duration\/ End Date<\/p>\n
Clarification:<\/p>\n
SUPPORTS FOR SCHOOL PERSONNEL<\/p>\n
Special Education Services<\/p>\n
Instructional Setting\/<\/p>\n
Location<\/p>\n
Start Date<\/p>\n
Frequency<\/p>\n
Provider<\/p>\n
Duration\/ End Date<\/p>\n
Clarification:<\/p>\n
Standard 4: Preparation for IEP Meeting<\/p>\n
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. <\/p>\n
IEP Meeting Planning<\/p>\n
Required Participants\/Roles: List the participants of an IEP meeting and their roles, including whether or not the student is expected to participate. <\/p>\n
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.<\/p>\n
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. <\/p>\n
Mock IEP Introduction Video<\/p>\n
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.<\/p>\n
Focus your practice on the meeting introduction. Include the following components within your recording: <\/p>\n
An introduction of all parties represented and their roles <\/p>\n
Reason for the meeting (initial IEP or IEP review) <\/p>\n
Meeting norms so all parties are heard and respected<\/p>\n
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). <\/p>\n
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.<\/p>\n
After recording yourself, review and reflect upon the video below.<\/p>\n
Mock IEP Introduction Video Link: <\/p>\n
Video Recording Link: If you are submitting your video to OneDrive, note it here. <\/p>\n
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?<\/p>\n
\u00a9 2019. Grand Canyon University. All Rights Reserved.<\/p>\n
\u00a9 2019. Grand Canyon University. All Rights Reserved. Page 2 of 21<\/p>\n","protected":false},"excerpt":{"rendered":"
Standard 2: Individualized Education Plan \u2013 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”\u2019 due to confidentiality concerns. The present level of academic achievement and functional […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[10],"class_list":["post-91779","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/91779","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=91779"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/91779\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=91779"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=91779"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=91779"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}