The document discusses the components and purpose of an Individualized Education Program (IEP). It defines an IEP as a document that identifies special education support services, accommodations, and goals for students accessing the general education curriculum. The document outlines that an IEP is used to communicate between parents and schools, plan services, and monitor student progress. It also lists the required members that must collaborate on an IEP, including teachers, administrators, related services providers, parents, students, and interpreters. Finally, it provides guidance on defining present levels of performance in an IEP.
1. Special Education 510
1
SPECIAL EDUCATION ASSESSMENT AND
PROGRAM PLANNING
SESSION 5
IEP PRESENT LEVELS
SPED 510 Spring 2012
2. IEP defined
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Individualized
Education
Program, able to access general ed curriculum
Defines support services.
Accommodations and modifications
Determine and set goals
Identify Least Restrictive Environment
SPED 510 Spring 2012
3. IEP purpose
3
Communication vehicle between parent and
school district
Legal document used to plan together and
solve disputes
Commitment of the District resources
Management tool for services
Compliance and monitoring tool
Defines process not method
Expected outcomes not a performance
contract
SPED 510 Spring 2012
4. Required Members
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Collaboration and consensus
General Education teacher
Special Education teacher
LEA (local education agency representative)
Related services
Parent
Student
Interpreter
SPED 510 Spring 2012
5. Define IEP student for assignment
5
Choose a disability
Choose a deficit area of areas (A1)
Determine assessments conducted
Formal, informal, review of records, observations, parent
interview
If possible observe or conduct an assessment of some type, ask
school psych, speech or resource teacher
SPED 510 Spring 2012
6. Present Levels of Performance (PLOPS)
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Academic and Functional performance
including social and behavior
Existing evaluation data and most recent
evaluation information
Progress toward goals(review previous IEP
goals)
IEP
Assessments conducted for IEP
Teacher observations and work samples
SPED 510 Spring 2012
7. PLOPs
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Written in an easy to understand language
Assessment results described, not just scores
Define current functioning
Not just grades or test results
Basis for rest of IEP components
SPED 510 Spring 2012
8. PLOPS
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Second language information and test results
Transition assessments and interests
Parent input and additional information
Additional services
Speech, physical education, physical therapy,
occupational therapy, health, vision, hearing, mobility
SPED 510 Spring 2012