Individualized Education Program (IEP)

Development of Individualized Education Program (IEP)

WHO SHOULD ATTEND THE IEP MEETING: Parents of student, LEA (representative of School District), SpecialEducationteacher, General Education teacher,Supportservices representative (if needed), & student.

TYPES OF ASSESSMENT AND TESTING NEEDED FOR THE IEP:  For more information regarding these assessments and testing needs, click on this link:
 * 1) Cognitive: Wechsler Intelligence Scale (WISC-II)
 * 2) Academic Achievement:  Woodcock-Johnson Psychoeducational Battery
 * 3) Behavior: Behavior Assessment System for Children (BASC) or Vineland Adaptive Behavior Scale
 * 4) Functionality: School Function Assessment (SFA)
 * 5) Speech:  Clinical Evaluation of Language Fundamentals, Third Edition (CELF-3)

https://esme.com/resources/special-needs/top-five-iep-assessments

RECOMMENDATIONS TO GAIN A BETTER UNDERSTANDING OF THE IEP PROCESS: 
 * Create a positive relationship with another team member of the IEP team to guide you through the process and help you learn the process of creating and maintaining an IEP.
 * Have support during the IEP meetings that is a "guest." This person can be an extra set of eyes and ears to help during the meeting.
 * Know your legal rights, terminology and special education services your child is able to receive.
 * Here is a road map to help the parent learn and know the IEP process:

https://www.understood.org/en/school-learning/special-services/ieps/iep-roadmap-how-to-seek-out-special-education-services-for-your-child

HOW TO DEVELOP GOALS AND OBJECTIVES FOR THE IEP:  HOW DO THE GOALS AND OBJECTIVES AFFECT THE CURRICULUM DESIGN: 
 * Report on where the child is currently functioning & how the child’s disability affects his or her involvement and progress in the general curriculum. Use a Present Level of Academic Achievement and Functional Performance (PLAAFP) to determine child's present level of academic achievements and functional performance.
 * Based on the child’s current abilities – team creates a set of annual goals where they want to see the child by the end of the school year.
 * Create measureable objectives that help the child meet the annual goal.

Goals and objectives help create and set instruction in special education classes, but are not the general curriculum. They tend to be too specific for the general education curriculum; therefore, teachers try to incorporate goals/outcomes that relate to the general curriculum so students with disabilities can be a part of the most appropriate and least restrictive environment for them.