IEP Development and Implementation Guide

IEP Development and Implementation Guide

What is an IEP?

An Individualized Education Program (IEP) is a legally binding document that outlines: - Student's present levels of performance - Measurable annual goals - Special education and related services - Accommodations and modifications - How progress will be measured and reported

Who Qualifies?

Student must: 1. Have a disability under one of 13 IDEA categories 2. Disability adversely affects educational performance 3. Need specially designed instruction

IDEA Disability Categories: 1. Autism Spectrum Disorder 2. Deaf-Blindness 3. Deafness 4. Developmental Delay (ages 3-9) 5. Emotional/Behavioral Disability 6. Hearing Impairment 7. Intellectual Disability 8. Language Impairment 9. Orthopedic Impairment 10. Other Health Impairment (includes ADHD) 11. Specific Learning Disability 12. Speech Impairment 13. Traumatic Brain Injury 14. Visual Impairment

IEP Team Members (Required)

• Parent(s) or guardian
• General education teacher
• Special education teacher
• LEA representative (can make resource decisions)
• Person to interpret evaluation results
• Student (when appropriate, required at age 14+)
• Others with knowledge of student (as needed)

Components of the IEP

1. Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Must include: - Current performance in all affected areas - How disability affects involvement in general curriculum - Strengths and needs - Parent concerns - Evaluation results

Good PLAAFP Example: "Marcus currently reads at a 2.3 grade level as measured by FAST PM3 (scaled score 412). He struggles with multisyllabic word decoding and reading fluency (45 WCPM vs. grade-level expectation of 90). His comprehension is stronger when text is read aloud. Marcus enjoys science topics and works well in small groups. Parent is concerned about his frustration with reading."

2. Measurable Annual Goals

SMART Goals: - Specific: What skill, in what conditions? - Measurable: How will we know it's achieved? - Achievable: Realistic for one year - Relevant: Connected to PLAAFP needs - Time-bound: By when (annual)

Goal Formula: By [date], given [conditions], [student] will [behavior] at [criterion] as measured by [assessment].

Examples:

Reading Fluency: "By May 2025, given a grade-level passage, Marcus will read aloud at 90 words correct per minute with 95% accuracy as measured by weekly CBM probes."

Math Computation: "By May 2025, given 20 two-digit addition problems with regrouping, Sofia will solve with 85% accuracy as measured by classroom assessments."

Behavior: "By May 2025, when given a difficult task, James will use a coping strategy (deep breaths, break card, or ask for help) instead of leaving his seat, for 4 out of 5 opportunities as measured by teacher observation logs."

Writing: "By May 2025, given a writing prompt, Aaliyah will produce a 5-sentence paragraph with a topic sentence, 3 supporting details, and a concluding sentence with 80% accuracy on rubric as measured by monthly writing samples."

3. Benchmarks/Short-Term Objectives

Required for students taking alternate assessments. Helpful for all.

Break annual goal into smaller steps: - Q1: Read 55 WCPM - Q2: Read 70 WCPM - Q3: Read 80 WCPM - Q4: Read 90 WCPM

4. Special Education and Related Services

Special Education Services: - Minutes per week - Setting (general ed, resource room, self-contained) - Who provides

Related Services: - Speech-language therapy - Occupational therapy - Physical therapy - Counseling - Transportation - Assistive technology

Service Delivery Models: - Push-in (in general ed classroom) - Pull-out (separate setting) - Consultation (specialist advises teacher) - Co-teaching

5. Supplementary Aids and Services

Supports to help student in general education: - Paraprofessional support - Behavior support - Assistive technology - Environmental modifications

6. Accommodations

Changes to HOW student learns or demonstrates learning: - Extended time - Preferential seating - Reduced assignments (same content, fewer problems) - Text-to-speech - Calculator - Frequent breaks - Chunked assignments - Visual schedules

Must be used in classroom AND on assessments

7. Modifications

Changes to WHAT student learns: - Below-grade-level content - Simplified assignments - Alternate standards (Access Points)

Only for students who cannot access grade-level content even with accommodations

8. Least Restrictive Environment (LRE)

• Students should be educated with non-disabled peers to maximum extent appropriate
• Document why removal from general education is necessary
• Consider supplementary aids/services before removal

LRE Continuum: 1. General ed with supports 2. General ed with pull-out services 3. Part-time special class 4. Full-time special class 5. Separate school 6. Residential/homebound

9. Assessment Participation

Options: - Standard assessment (with or without accommodations) - Florida Alternate Assessment (FAA) - for significant cognitive disabilities only

Document: - Which state/district assessments - What accommodations - Why alternate assessment if applicable

10. Transition Planning (Age 14+)

• Post-secondary goals (education, employment, independent living)
• Transition services to reach goals
• Student involvement in planning
• Agency linkages

Progress Monitoring and Reporting

Requirements: - Progress toward goals reported as often as general ed report cards - Describe progress and whether goal will be met - Use data, not just narrative

Methods: - Curriculum-based measurement - Work samples - Observation logs - Checklists - Rubrics

IEP Meeting Tips for Teachers

Before: - Collect current data - Prepare work samples - Note strengths AND needs - Draft goal ideas

During: - Listen to parent concerns - Use jargon-free language - Focus on student strengths first - Be specific about progress and challenges - Collaborate on solutions

After: - Implement IEP with fidelity - Collect data from day one - Communicate with parents regularly - Request IEP review if changes needed

Common IEP Mistakes to Avoid

1. Goals not measurable
2. Present levels don't connect to goals
3. Services don't match needs
4. Accommodations not actually used
5. Progress not monitored with data
6. Parent input not included
7. Student not involved (when appropriate)
8. LRE not considered
9. General ed teacher absent from meeting
10. IEP sits in a drawer - not implemented

Legal Compliance Reminders

• IEP must be developed within 30 days of eligibility
• Annual review required (at minimum)
• Re-evaluation every 3 years (or parent/teacher request)
• Parent must receive Procedural Safeguards
• Parent consent required before services begin
• Parent can disagree and request mediation/due process