18 PARTS OF THE IEP - Part II
18 PARTS OF AN IEP - PART 2 (#10-18)
THERE ARE 18 ESSENTIAL PARTS OF THE IEP
This brings us to the last blog of this series, where we address the last 9 parts of the IEP and their functions. PARENTS MUST UNDERSTAND THE FUNCTION OF EACH PART AND HOW TO USE THEM! What you do not know can delay progress and limit functionality.
10) Annual Goals and Objectives
- A statement of measurable annual goals, including academic and functional goals
- An annual goal describes what the child is expected to do or learn within 12 months
- A description of how the child’s progress toward meeting the annual goals will be measured, and when periodic progress reports will be provided
- Benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards
- Each child’s IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents
11) Special Education
- A statement of the Specially Designed Instruction - supplementary aids and services and Program modifications to be provided to the child, or on behalf of the child
- Special education is defined by the US Dept. of Education as SDI Specially Designed instruction (accommodations and program modifications, aids, and services), a statement of the special education and supplementary aids and services to be provided to the child and Related services.
- SDIs are provided to enable the child
- To improve a child’s access to learning and advancement toward attaining the annual goals
- To be involved in and make progress in the general education curriculum
- To participate in extracurricular and other nonacademic activities
- To be educated and participate with other children with disabilities and non-disabled children
- SDIs may include:
- Supports to address environmental needs (e.g., preferential seating; planned seating on the bus, in the classroom, at lunch, in the auditorium, and other locations; altered physical room arrangement)
- Levels of staff support needed (e.g., consultation, push-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, health care assistant, instructional support assistant)
- Planning time for collaboration needed by staff
- Child’s specialized equipment needs (e.g., wheelchair, computer, software, voice synthesizer, augmentative communication device, utensils/cups/plates, restroom equipment)
- Pacing of instruction needed (e.g., breaks, more time, home set of materials)
- Presentation of subject matter needed (e.g., taped lectures, sign language, primary language, paired reading and writing)
- Materials needed (e.g., scanned tests and notes into a computer, shared notetaking, large print or Braille, assistive technology)
- Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps, allow the student to record or type assignment)
- Self-management and/or follow-through needed (e.g., calendars, teach study skills)
- Testing adaptations needed (e.g., read test to the child, modify the format, extend time)
- Social interaction support needed (e.g., provide Circle of Friends, use cooperative learning groups, teach social skills)
- Training needed for personnel
12) Related Services
- Usually, clinical services that help a child with a disability benefit from special education. Related services can include, but are not limited to, any of the following:
- Art therapy
- Audiology services
- Behavior specialist services
- Counseling services, including rehabilitation counseling
- Early identification and assessment of disabilities in children
- Interpreting services
- Medical services for diagnostic or evaluation purposes
- Music therapy
- Occupational therapy
- Orientation and mobility services
- Parent counseling and training
- Physical therapy
- Psychological services
- Recreation, including therapeutic recreation
- School health services including school nurse services
- Social work services in schools
- Speech-language pathology
13) Service Delivery
- The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.
14) Supports for School Personnel
- Attending a conference or training related to your child’s needs
- Getting help from another staff member or administrative person
- Consultation or training with specialists
- Having an aide in the classroom, or define not allowed to teach
- Getting special equipment or teaching materials.
15) Gifted Support Services
- Support services are required to assist a gifted student to benefit from gifted education (e.g., psychological services, parent counseling and education, counseling services, transportation to and from gifted programs to classrooms in buildings operated by the school district).
- Gifted students can have a disability and both their giftedness and their disability have to be addressed
16) Extended School Year
- Services beyond 5 days a week, 180 days a year and 6 hours a day
- Goals and Services to be addressed
- Location and duration
17) Educational Placement
- Supports types and amounts, educational location
- It is the responsibility of each public agency to ensure that, to the maximum extent appropriate, students with disabilities, including those in public or private institutions or other care facilities, are educated with students who are not disabled. Special classes, separate schooling, or other removals of students with disabilities from the general educational environment occurs only when the nature or severity of the disability is such that education in general education classes, EVEN WITH the use of supplementary aids and services, cannot be achieved satisfactorily.
- Document what supplementary aids and services were considered?
- What supplementary aids and services were rejected?
- Explain why the supplementary aids and services will or will not enable the student to make progress on the goals and objectives (if applicable) in this IEP in the general education class.
- What benefits are provided in the general education class with supplementary aids and services versus the benefits provided in the special education class?
- What potentially beneficial effects and/or harmful effects might be expected on the student with disabilities or the other students in the class, even with supplementary aids and services?
- To what extent, if any, will the student participate with non-disabled peers in extracurricular activities or other nonacademic activities?
18) Age of Majority
- Beginning no later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s rights under Part B of IDEA (if any) that will transfer to the child on reaching the age of majority.
This is the 2nd of 2 blogs addressing multiple aspects of the IEP process. Make sure you SUBSCRIBE to the blog so you do not miss any of them.
1. CAN YOU NAME THE 18 PARTS OF THE IEP?
2. 18 ESSENTIAL PARTS OF THE IEP
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Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.
MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.
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