SPEAKER NOTES FOR IEP DEVELOPMENT

1. Title Slide
2. General Purposes
The two major elements of an IEP Are

Establish measurable annual goals for the child

State the special education and related services and supplementary aids and
services that the Local Education Agency (LEA) will provide to, or on behalf of,
the child

3. Checklist

See Image

4. Checklist

DEC/Prior Notice: Invitation to Conference-Parent

a. Ten business days prior to meeting
b. Mail to parent USPS ten days out from meeting
c. Mail again five days out as second notice, ensure is noted in case
parent does not show for meeting
Minutes a running ledger of meeting minutes
Handbook Procedural Safeguards
DEC 4/IEP Individual Education Plan (see following sides)
DEC 5/Prior Notice: Prior Written Notice
DEC 6/Consent for Services/Prior Notice: Informed Consent for Initial Provision
of Services Must be in folder prior to any services
ALWAYS REMEMBER TO BE AS DETAILED AS POSSIBLE

5. Student Profile

Includes
o Student Strengths what the student does well at
o Assessment Data cumulative folder review
o Parental Concerns what caregiver sees as an issue
o Parental Vision where parent sees student
o Transition Factors new school, new testing used (Read to Achieve)

6. Consideration of Special Factors

Behavior Issues does the student have behavior issues which impede
learning Address in IEP and Functional Behavior Assessment
o FBA Forms may be downloaded by Google Functional Behavior
Assessment

Blind vision worse than 20 200 corrected

Communication Needs Speech (SLT) or Occupational Therapy (OT) Address
in Occupational Therapy (OT) & Speech (SLT) Related Services
Deaf 50 but 120dB @ 120 8000 pitch

7. Post Secondary Transition [High School Only]

Students aspirations in high school and desires after high school (career)

8. Present Level of Academic & Functional Performance (PLAFP)

The bulk of the IEP, important as denotes the next year of students life, and is
connected to other parts and forms of the IEP
o Annual Goal The overall specific, measureable, attainable, relevant,
and timely, objective of the IEP
o Benchmarks/Objectives Short term, measureable outcomes
o Monitoring Instruments Items used to measure progress

9. General Education (GE) Participation

Least Restrictive Environment (LRE)

o List some various accommodation and modification, keeping in mind
the difference between accommodation and modification

10. Assessment Participation

60 calendar days prior to testing window
o Test Name Read to Achieve; End of Grade or Course, etc
o Participation
o Specifics How participation will be given and documented
11. Frequency of Services

Amount of time student receives services Time (How Long?)

What Areas (Math, Science, Social Studies) Frequency (How many times)
Where (General Education Room, Speech Room)

12. Removal for Services [Occupational Therapy (OT) & Speech Language Therapy
(SLT)]

Occupational Therapy &/or Speech

o Where, When, and How the student will go

13. Educational Placements

Inclusive (80 % of Day with Non Disabled)

Resource (39% 79% of Day with Non Disabled)
Separate (39% with Non Disabled)
Hospital

Homebound

14. Extended School Year (ESY)

Is student eligible for Extended School Year?
One or more of the following three must be true

Regresses or may regress duringbreaksand cannot relearn the lost skills

within a reasonable time
Beneficialgainswill bejeopardized ifnot provided with an educational
program during extended breaks from instruction
Demonstrating emerging critical skill acquisition will be lost without
program during extended breaks from instruction

15. Individual Education Plan (IEP) Team

The Signature Page

o Must include
Local Education Agency (LEA) Representative
Exceptional Education Children (EC) Teacher
General Education (GE) Teacher
If Needed and services are warranted
Speech Language Pathologist (SLP)
Occupational Therapist (OT)