Tate J.

Hedtke

SPED 605

Assignment #9

Standard #7

Cross Categorical/ Learning Disabilities

Artifact Summary

This paper will explore the process of writing an IEP for a special education student and the
importance of formal evaluation and informal observation in creating goals and providing
services to students with disabilities.
Annual goals and Present Level of Academic Achievement and Functional Performance in

regards to the Individualized Education Plan

The Individualized Education Plan (IEP) is a document that must be methodically created

in order to be legally valid. Several time frames and procedures have been established in order

to ensure that case managers accurately and effectively create an IEP in order to best serve the

student it was intended for. Perhaps the two most important aspects of an IEP are the Present

Level of Academic Achievement and Functional Performance (PLAAFP) and the goals created

in order to check a students progress throughout the year.

The IEP process begins well before it is suspected a student has a disability. The pre-

referral process involves a series of well document and scientific based interventions focused at

improving a students academic achievement and progress; these methods can simply be called

differentiation. When the intervention process fails to improve the performance of a student, a

referral can be made. A referral can be made by a parent, social worker, teacher, nurse or doctor.

Most of these examples would pertain to a younger student, typically older students in the middle

school and high school ages would be referred by a teacher or administrator. After a referral has

been requested or made, a school district has fifteen days to create a team to assess the students.

After a referral has been made a lengthy and extensive assessment process takes place.

Students level of academic performance is compared with peers of the same age, and some sort

of intelligence test is given: most commonly the IQ test. The types of assessment as well as the

personal needed for an evaluation will vary from student to student based on the suspected

disability of the student. A school district has sixty days after parental permission has been given

to assess a student.
 After the evaluation, a meeting must take place between a regular education teacher,

special education teacher, parent, student, and typically involved is the director of special

education services for an initial placement as well as a principle and perhaps a school

psychologist, speech and language pathologist depending on the disability. A district has thirty

days after this meeting to determine placement in special education depending on the assessment

and team meeting.

At this point an IEP is developed taking into account the PLAAFP of as student.

Included in this section, the I-4, is everything needed to discuss the students disability and

academic performance. This section begins with a students strengths and parental concerns.

Typically, the parental concerns parallel what educators already know about an individual and

which areas are needed to help a student improve.

Next in the PLAAFP form is a section discussing how an individuals disability affects

their involvement and progress in the general education setting. This is perhaps the most

important section because it clearly describes why a student needs additional assistance and

accommodations in order to succeed in school. Included in this section is a present level of

academic performance: or how a student is performing academically compared to peers of

similar intelligence in the areas of math and reading. Also included in the I-4 form of an IEP is

an area concerning the functional behaviors of an individual and how they affect a students

involvement in the general education curriculum. This area can be difficult to assess and is

typically done so in a more subjective fashion than typical academics. Included is a students

desire to do well in school, worth ethic, distraction factors to themselves and others, and

classroom antics. Students with severe behavioral issues must have documentation of

intervention, and what it is that may spark an individuals negative behaviors.

 The next area of functional performance covered can range from student to student, and

is typically more important for an individual with a severe developmental or cognitive disability.

This area helps measure a students ability to live independently within the community and in the

home. Measured are ones abilities to shop, participate in community events and earn a wage.

Also recorded are a students activities in their leisure time in order to paint a fuller picture of

ones abilities.

The PLAAFP is important in order to describe a students abilities, and inabilities clearly

and concisely, for example, in case there is a change in case managers or teachers for a student.

The successful completion of this section will allow for accurate placement of students in

courses, level of restriction, and services provided. The PLAAFP is also extremely important in

order to provide an IEP team with the necessary resources in order to formulate pertinent and

attainable goals for a student.

The goals section (I-6) contains a series of measureable objectives created between

parents, students, and the IEP team in order to guide the instruction of a special education

student. These goals are typically focused towards whatever the specific disability is of a

student. Some students have physical disabilities and therefore only have occupational goals

such as meeting therapy, strength, or fitness goals. Other students with severe emotional and

behavioral issues may focus mainly on recognizing their emotions, and controlling outbursts. A

severe introvert may have a goal to become more involved. It is important that goals be clear

and include the area of education to which they pertain, the direction of the behavior or action

the team wishes to change, and the level of attainment the team wishes for the student to achieve

over the course of the IEP term (one year).

 The program summary is the final portion of an IEP and effectively summarizes all of the

previous forms into a neat, and simple page any educator, administrator, or auditor can analyze

quickly and easily. Included on this form are the services a district will provide for an individual

in order to assist their disability. Some examples may include simply allowing a calculator for a

student who struggles with math instruction, to providing audio texts to students with severe

dyslexia.

The IEP is the single most important document for special education students and

educators alike. It is extremely important for all parties involved to pay close attention to

following the procedures, guidelines, and times lines as dictated by law in order to provide help a

student overcome a disability.

After having written several IEPs, I feel that I understand the process and the individual

components of an IEP much better after having completed this assignment. It is interesting

going through these courses after already having entered the special education field because

although I already know a great deal of the course load, it is much easier to understand the

material provided seeing as how I have such a large background knowledge already, and I

understand the language.

Sources:

http://www.education.com/reference/article/steps-ndividualized-education-program-IEP/