Legal document created for students with disabilities & in need of special education services/supportsThe IEP includes information about the students eligibility (disability), his or her strengths and needs and recommendations/supports for the classroom. It also outlines what kind of services the student has including information about the frequency and goals. We will go more in detail about the different parts as our presentation continues. Initial document created when a student first qualifies for special educationThe IEP is updated at least once a year (annual IEP meeting) or as needed- When an evaluation takes place, when the student is transitioning to a new school, etc.
Section cIs the student limited english proficient (LEP), Initially identified fluent Engl proficient, Redesignated fluent english proficient or English onlyLanguage progress: English language development level 1-5Determination of progress- if it was bc of preshoollang assessment, communication observation matrix, ELD standards, otherSection DIf the provider checked off NO then he/she needs to explain a reason why the goal or the objective was not met.
Iep navigation workshop teacher
Para Los Niños- Evelyn Thurman Gratts PrimaryCenterMr. Mynor Montiel, Assistant PrincipalUnderstanding Your Child’s IndividualizedEducation Program (IEP)
What is an IEP? Legal document created for students withdisabilities & in need of special educationservices/supports Initial document created when a student firstqualifies for special education The IEP is updated at least once a year (annualIEP meeting) or as needed
Section A and B Section A: Meeting information Important dates such as initial date of the IEP as wellas deadlines for upcoming IEPs Also informs the reader about the type of meeting forthe current IEP (i.e. initial, annual, etc.) Section B: Student information Student DOB, age, grade, school of residence, etc. Home address and phone number
Section C and D Section C: Language Acquisition Specifies the student’s language classification Reports the student’s language progress (if LEP) andhow it was determined Section D: Goal Achievement from Current IEP Outlines previous IEP goals by name (i.e. reading) Whether the student achieved (yes or no) the objective1 and 2 and the overall goal
Section E:Present Level of Performance An IEP document will contain several “present levelsof performance” sections Sections are summarized by performance area (i.e.reading) State the students CURRENT strengths, areas ofneed and impact of disability
Section F: Eligibility Indicates whether or not the student is eligible forspecial education services Specifies the disability that the student displays thatmakes him/her eligible for special education services(ex. Specific Learning Disability) If student was assessed, this page outlines whatother eligibilities were considered throughout theassessment as well as interventions that wereattempted before assessing the student.
Section G:Annual Goals and Objectives Annual goals are determined based on the student’spresent levels of performance They are broken down into different areas (example:mathematics) There is an annual goal which is expected to be metone year from the current date Each goal also has an incremental objective #1 andincremental objective #2 which are goals needed tobe achieved before the student can meet the annualgoal
Section K:Participation in State and District-wideAssessments Outlines the types of variations, accommodations ormodifications that will be provided while the studenttaking a formal assessment Examples: Test over several sessions Supervised breaks within the test
Section N:Procedural Safeguards and Follow-up Actions Indicates that the parent was provided with “AParent’s Guide to Special Education Services”and Procedural Rights & Safeguards pamphlet inthe parents primary language Indicates if translation of the IEP was requestedby the parent
Section Q and R Section Q: Consent for Special Education Indicates if the parent participated in the IEPmeeting Indicates if the parent consents to the IEP Indicates if the parent disagrees with the IEP in anyof the following areas: assessment, eligibility,instructional setting or services Section R: Names and Signatures Signatures and titles of all individuals present at theIEP meeting The parent signature on this page DOES NOT
FAPE Part 1:Eligibility, Placements and Supports Table that outlines the student’s overall eligibility,placements and supports that will becomeeffective WHEN the IEP document is signed bythe parent Includes eligibility, the type of curriculum andplacement, instructional setting and program,number of minutes the student will spend inspecial education and the goals that will beaddressed
FAPE Part 1:Eligibility, Placements and Supports States any other supports, transportation and ifextended school year is being recommended bythe team Outlines accommodations, modifications andsupports for the instructional setting Examples: small group instruction, repetition ofdirections, use of visuals and graphic organizers,use of manipulatives, use of positive reinforcement,extra time to respond if needed
FAPE Part 2: Summary ofServices States the type of service (example:Language/Speech) States the goal that this service will address Indicates how frequently this service will occur(example: 2 times) and the interval it will occur in(example: weekly) Indicates how many minutes the service will beprovided for (example: 60 mins) and how the servicewill be provided (i.e. direct service by a singleprovider) States the responsible personnel (example: special
FAPE Part 3 and 4 FAPE Part 3: Percentage of Time Outside ofGeneral Education Indicates the amount of time (%) that the studentwill receive special education services FAPE Part 4: Additional Discussion This section is optional and is usually used forwriting in any comments about the IEP meeting thatwere not already discussed