The IEP

Everything You Need to Write an IEP

From Sue Watson, former About.com Guide See More About:

iep checklist iep goals and statements special education 101

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Special Education IEP Examples Writing IEP Goals Business Writing Sample Writing

Background Information for an IEP: The Individual Education Program (IEP) is every exceptional or identified student's lifeline for academic success. If students with special needs are to achieve the academic curriculum or an alternative curriculum to the best of their ability and as independently as possible, the professionals involved in the delivery of their programming must have a plan in place. IEP GOALS: The IEP goals should be developed with the following criteria:

specific realistic attainable measurable challenging

Before setting goals the team must first determine the present level of performance using various assessment tools, the needs must be clearly and specifically defined. When

determining IEP goals consider the student's classroom placement, is the student in the least hindering environment. Do the goals coordinate with the regular classroom activities and schedules and do they follow the general curriculum? After the goals have been identified, it is then stated how the team will help the student to achieve the goals, this is referred to as the measurable part of the goals. Each goal must have a clearly stated objective how, where and when each task will be implemented. Define and list any adaptations, aides or supportive techniques that may be required to encourage success. Clearly explain how progress will be monitored and measured. Be specific about time frames for each objective. Expect goals to be achieved at the end of an academic year. Objectives are skills required to achieve the desired goal, objectives should be accomplished in shorter intervals. Team Members: IEP team members are parents of the student, special education teacher, classroom teacher, support workers and outside agencies involved with the individual. Each member of the team plays a vital role in the development of a successful IEP. Education Program Plans can become overwhelming and unrealistic. A good rule of thumb is to set one goal for each academic strand. This enables the teams manageability and accountability to ensure that resources are available to help the individual achieve the desired goals. If the student IEP meets all of the student needs and is focused on skills for success, results and outcomes, the student with special needs will have every opportunity for academic achievement no matter how challenging their needs may be. See Page 2 for an IEP Sample

IEP Sample
Multiple Exceptionalities: John Doe
From Sue Watson, former About.com Guide See More About:

sample iep iep example

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(Continued from Page 1) Example: John Doe is a 12 year old boy presently placed in a regular grade 6 classroom with special education support . John Doe is identified as Multiple Exceptionalities. A Pediatric assessment determined that John meets criteria for Autistic Spectrum Disorder. John's antisocial, aggressive behavior, prevent him from achieving academic success. General Accommodations:

Supervision for Non-Instructional Time Attention/Focusing Cues Special Arrangements for Arrival/Departure Use of Preferred Learning Style Small Group Instruction In-Class Peer Tutor Assistance Review, Retest, Re-Evaluate Reduce Visual or Auditory Distractions Scribing or Oral Reporting Length of Time for Assessments/Assignments

Annual Goal: John will work towards controlling compulsive and impulsive behavior, which negatively affects the learning of self and others. He will work towards interacting and responding to others in a positive way. Behavior Expectations: Develop skills to manage anger and resolve conflict appropriately. Develop skills to accept responsibility for self. Demonstrate dignity and respect for self and others. Develop a foundation for health relationships with peers and adults. Develop a positive self image. Strategies and Accommodations Encourage John to verbalize his feelings. Modeling, role play, rewards, consequences using the assertive discipline approach.

One-to-one teaching as required, one-to-one Educational Assistant support as required and relaxation exercises. Direct teaching of social skills,acknowledge and encourage acceptable behavior. Establish and use consistent classroom routine, prepare for transitions well in advance. Keep as predictable a schedule as possible. Make use of computer technology where possible, and ensure John feels he is a valued member of the class. Always relate classroom activities to timetable and agenda. Resources/frequency/location Resources: Classroom Teacher, Education Assistant, Integrations Resource Teacher. Frequency: daily as required. Location: regular classroom, withdraw to resource room as required. Comments: A program of expected behaviors and consequences will be established. Rewards for expected behavior will be given at the end of an agreed upon time interval. Negative behavior will not be acknowledged in this tracking format, but will be identified to John and to home through a communication agenda.

ALL Exceptional Students Will Require an IEP

From Sue Watson, former About.com Guide See More About:

effective ieps contents of an iep

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Special Education Classroom Teachers IEP Examples Writing IEP Goals With Student

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Child LearningThe Best Early Childhood Education & Development Centres In Maylaysia.701panduan.com/Child-Development Fashion Design DIP Course35yrs Experience in Fashion Design Education. Twinning Degree in Pariswww.iftc.my/Fashion-Design-Course Individual Education Program (IEP) Program. Required Contents for an IEP. The IEP is a long range (yearly) planning document that is used in conjunction with the classroom teacher's daily and long range plans. The actual programming details will be contained in the teacher's daily and short range plans. Each student has unique needs that must be recognized and planned for in the academic program so that each student will be able to function as effectively as possible in the school environment, this is where the IEP comes into play. Placement of students may vary depending upon their needs and exceptionalities. A student may be placed in:

a regular classroom and receive program modifications a regular classroom and receive program modifications and also receive additional support from the special education teacher a regular classroom for a part of the day and a special education classroom for the remainder of the day a special education classroom with a variety of direct and indirect support from special education teachers and consultative support staff a treatment program or residential program with complete and ongoing support from a variety of staff.

Regardless of the placement of the student, an IEP will be in place. The contents of the IEP will vary from state to state and country to country, however, most will require the following: 1. The date the plan will be implemented along with the date that the placement of the student became effective. 2. A signature from the parent and depending upon the age of the student, it too may be required. 3. The exceptionality of the student or the multiple exceptionalities of the student. 4. Health issues will also be noted if they are applicable. 5. Personalized equipment that is required for the student to function must be stated and any equipment that may be on loan to the student must also be included on the IEP. 6. Any equipment that is used on a regular basis, such as a walker or a feeding chair. 7. Personnel that may be involved during the time that the IEP is in effect must also be listed. For instance, the vision resource specialist or the physio therapist etc. 8. Curricular modifications and or curricular accommodations should be contained in the IEP. 9. The amount of support that the student will receive must be listed. For instance, if the student will be in the regular class for physical education, science, social studies, art and music - yet for language and math they will receive support in the special education classroom for 30% of their day. Or, it may simply state that the special education will provide language support for 20 minutes a day in the morning.

10. The IEP should list the student's strengths and interests also. This will help to provide motivation when programming for the student and is something that anyone working with the student should know about. 11. Standardized assessment results and or scores should all be identified in the IEP. 12. Academic functioning along with the date also needs to be listed. For instance, if the student is in the 5th grade but is functioning academically at the second grade, this too needs to be noted. If there are supporting tests used to determine grade functioning, those scores should also be included along with the date the tests were conducted. 13. All subject areas requiring modifications or additional support should be listed. 14. Grade levels should also be included. If the student is working at grade level in everything except math - this needs to be noted. 15. Goals, Expectations and Performance Standards should be clearly identified with very specific details. 16. Strategies for how the student will achieve the goals or expectations must also be very clearly stated. 17. Evaluation comments should be added throughout the year as the IEP is a ' working ' document. It should be noted when something isn't working in the IEP and suggestions for improvement can then be added. 18. Parents and students (if applicable) should have a copy of the IEP and the IEP is stored in a safe place at the school - usually in the office. Close communication with parents is essential! From Sue Watson, former About.com Guide See More About:

iep checklist iep goals and statements special education 101

Sponsored Links

Stuck in Traffic & LIFE?Perhaps a Life Coach can Help. 50% off First Month's Coaching!www.createdtoexcel.ca Applied Behavior AnalysisLearn ABA anytime, anywhere Courses 100% onlineaba.fit.edu Connect with your childDoes your child have trouble looking you in the eye?www.mirrorread.com Special Education Ads

Special Education IEP Examples Writing IEP Goals Business Writing Sample Writing

Background Information for an IEP:

The Individual Education Program (IEP) is every exceptional or identified student's lifeline for academic success. If students with special needs are to achieve the academic curriculum or an alternative curriculum to the best of their ability and as independently as possible, the professionals involved in the delivery of their programming must have a plan in place. IEP GOALS: The IEP goals should be developed with the following criteria:

specific realistic attainable measurable challenging

Before setting goals the team must first determine the present level of performance using various assessment tools, the needs must be clearly and specifically defined. When determining IEP goals consider the student's classroom placement, is the student in the least hindering environment. Do the goals coordinate with the regular classroom activities and schedules and do they follow the general curriculum? After the goals have been identified, it is then stated how the team will help the student to achieve the goals, this is referred to as the measurable part of the goals. Each goal must have a clearly stated objective how, where and when each task will be implemented. Define and list any adaptations, aides or supportive techniques that may be required to encourage success. Clearly explain how progress will be monitored and measured. Be specific about time frames for each objective. Expect goals to be achieved at the end of an academic year. Objectives are skills required to achieve the desired goal, objectives should be accomplished in shorter intervals. Team Members: IEP team members are parents of the student, special education teacher, classroom teacher, support workers and outside agencies involved with the individual. Each member of the team plays a vital role in the development of a successful IEP. Education Program Plans can become overwhelming and unrealistic. A good rule of thumb is to set one goal for each academic strand. This enables the teams manageability and accountability to ensure that resources are available to help the individual achieve the desired goals. If the student IEP meets all of the student needs and is focused on skills for success, results and outcomes, the student with special needs will have every opportunity for academic achievement no matter how challenging their needs may be. See Page 2 for an IEP Sample