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Outline IEPs

Outline for Lesson 3: Developing the Heart of the IEP

Introduction Most important components of the IEP Statement of child's present levels of performance Statement of needed special education and related services Statement of goals Fundamental purposes of the IEP - to answer three questions What are student's needs? How will we address the needs? How will we know if services are appropriate? IEP must be educationally useful and legally correct Present Levels of Performance IEP must state child's present levels of performance (PLOPs) Inlcude all areas of education affected by disability Written in objective, measurable terms PLOPs, services, and goals should be directly interrelated Selecting PLOPs Only areas of performance affected by disability What requires individualization? What are unique needs? Example: reading performance affected by dyslexia Reading level appears as a PLOP Include services to be provided to improve reading performance State goal to be reached as a result of services Measurable PLOPs PLOP is starting point PLOP must be measured Measure should be objective and sensitive, easily repeated Samples to compare - present levels of educational performance List (sample) Reading comprehension Identify a penny & quarter Persistence Make inferences Narrative (sample) Academic - Jane is able to match colors and shapes Speech/language - She is starting to express some words verbally . . . Life skill domain - Jane is toilet trained Behavior data - She generally sits in a chair Social/family information - Jane lives with very caring parents Questions to ask regarding both samples Is disability discernible? Are PLOPs appropriate beginning points? How many goals would you expect to see on IEP? Which needs are most urgent? PLOP statement should include how disability affects involvement and progress in general curriculum Useful PLOPs Performances affected by disability Objectively measured Directly related to services and goals Case study - sample dialogue representative of effective communication Statement of needed services Statement of special education and related services needed To advance toward goals To participate with children with and without disabilities Not required to include total education program Must include supplementary aids and services Statements, not checkmarks Specifics of needed services Opens door for brainstorming and problem solving Distinctions among related services, aids, modifications not required Focus on individualizing needed service Rely on research-based practices Detailed description of service Measurable goals and objectives/benchmarks After developing measurable goals, the IEP team Can develop effective strategies Must develop either measurable short-term objectives or benchmarks Should include dates associated with objectives, benchmarks, annual goals Examples of goals that are not measurable "Rebecca will increase her active listening skills" "Sara will make wise choices in use of leisure time" Inserting a percentage into a goal makes it neither measurable nor appropriate A measurable goal, objective, or benchmark must specify An observable student performance A standard or criterion If necessary, the conditions of performance Examples of goals/objectives/benchmarks Poor version Improved version Tips for writing behavioral goals and objectives Ask how would you know if . . . Don't follow the disturbing trend of selecting standards from guides Heart of the IEP Expresses what child needs (PLOPs) Explains services to be provided Gives expectations for child's accomplishments