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IEP Writing

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by

Marc Wiseley

on 25 August 2016

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Transcript of IEP Writing

Goals &
Objectives

Schedule
Reminders
PLAAFP
Transition Planning
.
.
Schedule:
Make it Meaningful:
Make it Measurable:
Utilize what you know about the student to select goals that will have an impact. If the student is classified as SLD (reading comprehension) then select goals to address this need.
The district is making a push to utilize data more effectively and the special education department is not exempt from this. An essential, but often overlooked aspect of the goal selection process is selecting appropriate conditions, criteria and forms of measurement. If a goal cannot be measured it is a not an acceptable goal.
Doing it the Right Way
All surveys must be completed
5 school days
prior to the meeting. The quickest way to make friends with your case managers is to have your surveys submitted on time.
The moment that you get the annual review schedule you should work to create a personal calendar. Prioritize your list based upon the dates of the meetings and begin working immediately to complete the surveys.
Annual review season is an extremely busy time and it can be overwhelming if you do not plan accordingly. Set aside time each day to work on your surveys and avoid waiting until the last minute to get things done.
PLAAFP Writing 101
All students 14 yrs of age and older are required to have a transition plan outlined in their IEP.
Students play an important role is this process and it is essential that information is gathered from students and parents prior to the IEP being completed. Please refer to the documents that have been shared with you as a guide for completing this portion of the IEP.
Lindenwold Public Schools
IEP Writing
Goals and Objectives
Start off by describing the student's programming (Gen. Ed., ICS, RR, SC) and current classification. If the student is receiving any related services these can be included in the general description as well.

Ex: Jon Smith is a 5th grade student who is classified as communication impaired. Jon currently receives instruction in an in class support setting for language arts, mathematics, science and social studies. He is included in general education classes for physical education, health, and cycle classes. Jon currently receives speech two times a week in a small group setting to address his articulation needs.
General Description
The purpose of the subject descriptions is to provide details related to specific strengths and weaknesses. In addition, it is an opportunity to share data related to the student's current level of performance in that content area.
Avoid starting off with negative statements and make a conscious effort to avoid subjective terms (Ex: unmotivated, lazy, immature).

Do not list specific instructional programs for future programming (Ex: Read 180/Wilson can be referred to as a multi-sensory approach to reading).

Define/explain scores on standardized assessments and note the date administered

Language Arts
PARCC - See scoring guide for interpretation
SRI - Give lexile, grade equivalency, and range
F&P - Current level, growth and grade equivalency
DRA - Current level, growth and grade equivalency

Mathematics
Benchmark Assessments - Percent proficient, identify areas of strength or weakness
PARCC - See scoring guide for interpretation


Subject Descriptions
-- General Description
-- Subject Area - just the subject(s) you teach
***
Social Studies
and
Science
do not need a written statement***
-- Strength and Weakness Checklist
-- Parent Concerns/Student Strengths
-- Interpersonal/Social Relationships
--Behavior, Personal/Social Development - If you check "within normal limits" do not select anything under the areas of concern

Sections to Complete
Transition Planning
Student Participation
We need to drastically improve in the area of transition planning if we want to prepare our students for life after high school. This is the time to have meaningful discussions about realistic expectations, setting attainable goals, and planning for the future.
**Reminders**
Your name is attached to everything you write in the IEP. Represent yourself and the district by doing things right.
Case Managers have enough work to do during this time. Do not create more work for them by being careless.
**Submit 5 School Days prior to meeting
Accommodations and Modifications
All Instructional Areas - Only utilize when it is applicable to all areas (Calculator in ELA is not appropriate)

Select based upon the needs of the students and the type of classroom they are placed.

Use Common Sense -
The IEP is a legal document and we are obligated to provide students with all of the accommodations in the IEP. Giving students 70 different types of accommodations does not help them or their teacher. Focus on the most meaningful ones.
New Teacher Training
August 31, 2016
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