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Outline IEPs

Outline for Lesson 4: Completing the IEP

Measuring and reporting progress to parents New statutory requirement Statement of how progress will be measured Statement about how parents will be informed Statement of extent to which progress is sufficient to achieve goals Advantages of "measuring stick" approach Easy to use to report progress to parents After PLOPS and goals established, only have to assess whether objective has been accomplished and report to parents District, statewide, and alternative assessments IEP must contain information about participation in district and state assessments Individual decision Participation in assessment, not about reporting scores How student will be assessed Primary focus - what is good for student Graduation, diplomas, and IEP requirements Implications of competency testing complex, controversial Graduation requirements governed by state law In most states, IEP team decides whether student will attempt to earn a diploma Behavior intervention plans (BIPs) Mandated if behaviors impede learning Must precisely identify behavior to be changed Antecedent events should be noted Unwanted behavior must be described with specificity Consequence of unwanted behavior must be spelled out clearly Example: unwanted behavior and teacher response Must include some positive interventions ABC sequence in the BIP - Antecedent, Behavior, Consequences Changing antecedents and/or consequences BIP should provide for crisis management and review Essential to discuss plan with student IEP team may have to conduct functional behavior analysis (FBA) Transition IEPs must include statements of transitions for students beginning at age 14 Students 14 years or older must be invited to attend IEP meetings Preferences and interests must be considered for students choosing not to attend Transition service activities Are outcome oriented Promote movement from school to post-school Are based on individual needs, preferences, and interests Should have measurable goals and objectives if special instruction is involved Time not spent with non-disabled children EP should explain extent that child will be placed in regular classroom Placement decision should be individualized, selected from mandated continuum Special considerations by IEP team Student's strengths and parents' concerns Need for behavioral interventions Limited English proficiency Instruction in Braille Mode of communication Assistive technology Avoiding disagreements Ten points of shared understanding Avoidable trouble spots When disagreements arise Base program and placement decisions on unique needs, NOT disability label State how disability affects involvement and progress in general curriculum Prevent problems by sending sample IEP sent to parents prior to meeting Ask if service necessary for FAPE Make placement decisions after completion of IEP Narrow scope of disagreement, clarify issues Avoid detrimental practice of multiple meetings