Components of an IEP
Components of an IEP
-Participants: IEP team participants sign and date that they attended.
-Present Levels of Academic Achievement and Functional Performance: how the student’s disability affects the student’s progress in general education and for preschoolers,how their disability affects their participation in classroom activities.
-Results of current assessment
-Strengths of the student, concerns of the parent
-Eligibility Statement: the disability category the student falls under and the rationale for the classification. Rules out limited English proficiency and lack of instruction
-Statement of Transition Planning
-When the student turns 14, begin to develop a transition plan including student’s strengths, interests, and preferences, courses of study, related activities,statement of consultation (agencies that provide services for individuals with disabilities)
-Statement of Appropriate Measurable Post secondary Goals and Transition Service
-When the student turns 16, indicate the student’s desired post secondary school goals and transition services
-Post secondary goals: education, employment/career, independent living skills
-Behavioral Interventions: if the student’s behavior impedes the student’s learning or the learning of other students, the IEP team will create behavioral interventions
-Progress Reporting: how often will parents be provided written progress reports
-Goals/Objectives:related to the core curriculum standards, they should be measurable and attainable, short-term and long-term goals measured through bench marking or short-term assessment
-Modifications and Supplementary Aids and Services in the Classroom: modifications that allow the student to be successful in the special education and general education classroom and in extracurricular activities in order to ensure the student spends time with non-disabled peers. Modifications for statewide assessments if necessary.
-Supports for School Personnel: consultation with related service providers and CST
-Statement of Special Education Programs and Related Services: explains duration and frequency of related services including transportation and location
-Statement of Extended School Year Special Education Programs and Related Services:determine whether student needs an extended school year program, which is necessary when an interruption in educational programming causes significant regression and recoupement would take a long time
-Placement Decision: amount of time the student will spend in general education
-Rationale for Removal from General Education: explanation of why student requires removal from general education and why general education is not appropriate
-Statement of Transitions from Elementary to Secondary Program: determined by chronological age, years in the school, and social, academic and vocational development. Modifications necessary for statewide or district-wide assessments.
-Statement of Graduation Requirements: included when student turns 14 and is reviewed annually. If they are being exempted or modified, there needs to be a rationale explaining why this is appropriate. If exempted or modified, an alternative proficiency is required in order to obtain a state endorsed diploma.
-Notice Requirements for the IEP and Placement
-Transfer of Rights at Age of Majority: when the student turns 18, the student becomes an adult and consent is obtained from the student