Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


8 Main Components of an IEP

No description

Sarah Triebold

on 1 March 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of 8 Main Components of an IEP

Part One: Present Level of Performance Summarizes a student's current level of achievement in academic/behavioral areas formed after evaluation of student
Summary includes current,specific, measurable, and objective baseline information for each area that is affected by the disability of the student
The Present Level of Performance component of an IEP answers questions such as:
How is the child currently doing in school?
How does the disability affect his or her performance in class?

Who Develops an I.E.P.? The IEP team gathers to talk about the child's needs and write the student's IEP.

Part Five: Statement of Participation in the
Regular Education Program
Components of an Individualized Education Plan I.E.P. Two general purposes of an IEP:

(1) to establish measurable annual goals for the child

(2) to state the special education and related services and supplementary aids and services that the public agency will provide to, or on behalf of, the child.
People included in an IEP team:
- Parents of student
-student (when appropriate)
-general education teacher of student
-special educator(s) at the school
-a representative of the school system
-Speech-Language Pathologist (when appropriate)
-an interpreter (when appropriate)
-psychologist (when appropriate)
-occupational/physical therapist (when appropriate) Part Two: Annual Goals This is what a student can reasonably be expected to accomplish within a 12-month period with the provision of special education services
Annual Goals include:
time frame
Goals should be:
able to be monitored
useful in making decisions Part Three: Measuring and Reporting Progress Benchmarks: major milestones which specify skill or performance levels a student needs to accomplish to reach their annual goal.
Short-term Objectives: measurable, intermediate steps between a student’s present level of performance and the annual goals established for the student. The IEP must contain an explanation of how progress toward goals and objectives will be measured and describe how that information will be reported to parents. IDEA states that each child’s IEP must contain:

A description of—
(i) How the child’s progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and

(ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided Part Four: Description of Special Education Services Contains a statement of the (1)special education services, (2) related services, and (3)supplementary aids/services to be provided to the student

Each statement describing services must advance appropriately towards attaining annual goals
Part Six: Program and Testing Modifications o IDEA requires that students with disabilities take part in state or district-wide assessments. The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely.
Describes the types of testing adaptations and modifications that will be used with the student and why they are necessary Possible Program Accommodations/Modifications:

attending a conference or training related to your child’s needs,
getting help from another staff member or administrative person,
having an aide in the classroom, or
getting special equipment or teaching materials.

It is the responsibility of the IEP team to determine what types of program modifications are necessary to support staff and to specify these in the IEP. The regular educator and special educator serving on the child’s IEP team may be especially helpful in identifying what program modifications are needed. Parts Include:
a) test results
b) transition plan
c) description of strengths
d)description of needs
e)parent concerns
f)impact of disability
To ensure that children are educated in the LRE to the greatest extent appropriate, the IEP team must consider if and how the child will participate in the general education program with non-disabled children The IEP must also include an explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and in other school settings and activities. The IEP must specify the amount of time a child will participate in regular education programs and explain the rationale for that decision. Part Seven: Statement of Length and Duration of Services The IEP must include:
a projected beginning
ending date of services
the frequency of the services
where they will be delivered
how long they will be provided Part Eight: Statement of Transition Beginning no later than age 16, the IEP must include measurable goals for the student's anticipated post-secondary program and a description of the services needed for the child to reach those goals.

Transition goals and services focus on instruction and support services needed to help the child move from the school environment and into a job, advocate for herself in college, vocational program, or other program designed to promote independent living. Transition services: based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes—
a) Instruction;
b) Related services;
c) Community experiences;
d) The development of employment and other post-school adult living objectives; and
e) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

** Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.
Full transcript