Massachusetts
IEP Process
Addressing Unique Student
Needs Through
Sound Implementation
Practices
CSPD Training Module:
Massachusetts IEP Process
GOAL:
To better address unique student needs through a
greater understanding of the underlying concepts
and mechanics of successful Team meetings.
OBJECTIVES:
1. To increase understanding of school district
structures needed to support successful Team meetings.
2. To explore the varying roles of Team members in
IEP development:
*Enhancing the role of the parents
*Increasing student participation in IEP meetings
*Improving educator preparation and contribution
3. To provide further guidance on developing student
centered IEPs that are generally understandable and
comply with regulatory intent.
4. To highlight the need for continuous improvement
of Team practices.
Necessary Conditions
for
Successful IEP Development
Strong and Visible
Administrative
Support
Parents as
Active and Informed
Partners
Effective
School
Practices
Ongoing and Meaningful
Staff Development
Activities
Open and Genuine
Effective Collaboration
and Communication
EFFECTIVE TEAM PRACTICES
1. THINK ABOUT THE INDIVIDUAL.
Remember that each student has
individual needs, based upon the impact of
his/her disability. Consequently, each IEP
should reflect the individual nature of the
student.
EFFECTIVE TEAM PRACTICES
2. THINK EDUCATION. An IEP should
discuss how an individual student’s
disability(ies) impact education and
concentrate on offsetting or reducing the
resulting problems that interfere with the
student’s learning and educational
performance.
• THINK RESULTS
• THINK ACCESS TO THE GENERAL CURRICULUM
EFFECTIVE TEAM PRACTICES
3. THINK ROLES AND ROLE CLARITY.
• PARENT PARTICIPATION
• STUDENT PARTICIPATION
• REGULAR AND SPECIAL EDUCATION
TEACHERS AND RELATED SERVICE
PROVIDERS
Intent of Regulations Regarding the
Importance of
Parents and Students
• IDEA-97 emphasizes a collaborative approach.
• The law expects school districts to bring
together:
•
parents
•
students
•
general educators
•
special educators
•
other professionals, as needed
to make important educational decisions for
students with disabilities.
• With the combined knowledge and resources of
these individuals, students will be assured greater
support and subsequent success.
PARENTS!
Parents are equal partners in the
Team process. They have a right to be
involved in meetings that discuss the
identification, evaluation, IEP
development and educational placement
of their children.
•
• Parents have a unique and critically
important perspective on their child’ s
learning style, strengths and needs.
• Every effort should be made to build
trust, respect and understanding in an
effort to meet the unique needs of the
student.
PARENTS!
SUGGESTED PRACTICES TO INCREASE
PARENT PARTICIPATION:
+ Make available evaluation material in
advance, asking parents to develop a list
of questions and/or concerns.
+ Contact parents in advance of meeting
to discuss their concerns or to ask them
to come in a few minutes before the
meeting to discuss their concerns.
+ Provide parents with a seating plan or
use name tags.
+ Introduce and refer to all Team
members in the same manner.
+ Use conference calling during a Team
meeting.
STUDENTS!
Student participation is important and,
at times, required. Students should also
be considered important members of
the Team. As students get older they
should become more and more active
within the Team meetings, their
interests and preferences determining
the direction for the identified goals in
the IEP.
Students are invited to attend Team
meetings beginning at the age 14 or
younger if the purpose of the meeting
is to discuss transitional services. If
the student does not attend the
meeting, their preferences and
interests must still be considered.
STUDENTS!
SUGGESTED PRACTICES TO
INCREASE
STUDENT PARTICIPATION:
+ Give students opportunities to think
about their preferences, visions and
concerns.
+ Teach students their civil rights.
+ Develop students’ self-advocacy
skills.
+ Have students lead their own Team
meetings.
+ Invite adult human service agency
representatives to speak to student
groups about provided services and
eligibility requirements.
Parent Participation
in the IEP Meeting
Parent Name:
Student Name:
.
Dear
Parent(s),
Within our community, we recognize that each child is
unique, and that parents are experts in their own right
about their child. Therefore, your insights are important to
us. The information you provide us about your concerns, your
child’s strengths and weaknesses, and your vision will help us
more fully understand your child.
We would like you to have an opportunity to prepare in
advance for your child’s IEP meeting. The questions below
are meant to be a guide. Please add any other information
you feel is helpful. When completed, you may bring this
with you to the meeting, or return it to us in the enclosed
envelope.
Thanks for your valuable input. We look forward to meeting
with you.
1. My child’s strengths are: (strengths may include academic,
social, athletic,musical…)
2. My child’s significant interests are:
3. My concerns about my child’s educational progress are:
4. My goals for my child over the school year are:
5. My vision for my child over the next three to five years
is:
Adapted from Natick Public School’s “Vision Statement”
Student:
Grade:
Date:
I would like you to know these things about me:
1. My strengths are …
2. My disability causes me to have difficulty with…
3. I am most successful in school when …
4. The accommodations I find most useful are …
5. I am especially interested in …
6. After completing high school I would like to …
7. Other things I would like you to know about me and
my school program …
Suggested for: Secondary School Students
Student:
Grade:
Date:
About Me
1. What I like about school …
2. I need help in school with …
3. Learning is easier for me when my teacher …
4. Learning is easier for me when I …
5. Things I like to do…
Suggested for: Elementary School Students
Intent of Regulations
Regarding the Importance
of
Educators and
Related Service Providers
• General
meeting:
Educators bring to the Team
•their expertise on the general
curriculum.
•their knowledge of how the student is
progressing in the general curriculum.
•their ideas about positive behavioral
interventions.
• Special Educators and Related Service
Providers bring to the Team meeting:
•their expertise on disabilities,
evaluation and assessment
•their ability to provide, design,
and/or supervise special education
services.
What to Think About
Before the IEP Meeting
General Educator
1. Highlights of General Curriculum
2. Information Regarding General
Education Environment
3. Classroom Management
4. Information Regarding
Supplementary Aids and Services
5. Information Regarding
Administration of State & DistrictWide Assessment
General Education Teacher
Participation
in the IEP Meeting
Responsibility of the General Education Teacher
(as a Member of the IEP Team)
1. Share information regarding the general curriculum
as it pertains to this student.
2. Share information regarding the general education
classroom environment as it relates to the student’s
progress in the general education curriculum.
3. Assist in developing effective classroom management
techniques. Include positive behavioral interventions if
needed.
4. Assist in identifying parent supports, classroom
supports, teacher supports and assistive devices
needed for this student to be successful. (Think beyond
existing services.)
5. Share information about how this student should
participate in state and district-wide assessments.
What to Think About
Before the IEP Meeting
Special Educator
1. Assessment Information Academic & Behavioral
2. Information Regarding Present
Level of Educational Performance
(PLEP)
3. Suggestions Regarding IEP Goals
4. Information Regarding
Supplementary Aids and Services
5. Information Regarding
Administration of State & DistrictWide Assessment
Special Education Teacher
Participation
in the IEP Meeting
R e sp o n sib ility o f th e S p e cia l E d uc a tio n T e a c h e r
(a s a M e m b e r o f th e I E P T e a m )
1. S h are in f o rm atio n re g ard in g k e y e valu atio n re su lts,
in c lu d ing p ro g re ss to w ard I E P g o als.
2 . (a) S h are in f o rm atio n re g ard ing P re se n t L e ve l o f
E d u c atio n al P e rf o rm an c e (PL E P ).
2 . (b ) S h are in f o rm atio n re g ard in g acc om m od atio n s to
th e g e n e ral c u rric ulum an d sp e c ially d e sig n e d
in stru c tio n . I n c lud e su g g e stio n s fo r m ax im iz ing th e
e x te n t to w h ic h th e stu d e n t is e d uc ate d w ith
n o n d isab le d stu d e n ts.
3 . D e ve lo p I E P g o als an d o b je c tive s/b e n c h m ark s.
4 . A ssist in id e n tif y in g p are n t su p p o rts, classro o m
su p p o rts, te ac h e r su p p o rts an d assistive d e vic e s
n e e d e d f o r th is stu d e n t to b e suc c e ssf ul. (T h in k
b e y o n d e x isting se rvic e s.)
5 . S h are in f o rm atio n ab o u t h o w th is stu d e n t sh o uld
p artic ip ate in state an d d istrict-w id e asse ssm e n ts.
What to Think About
Before the IEP Meeting
Related Service Provider
1. Assessment Information Academic & Behavioral
2. Information Regarding Present
Level of Educational Performance
(PLEP)
3. Suggestions Regarding IEP Goals
4. Information Regarding
Supplementary Aids and Services
5. Information Regarding
Administration of State & DistrictWide Assessment
Related Service Provider
Participation
in the IEP Meeting
Responsibility of the Related Service Provider
(as a Member of the IEP Team)
1. Share information regarding the key evaluation
results, including progress toward IEP goals.
2. (a) Share information regarding Present Level of
Educational Performance (PLEP) in your focus area.
2. (b) Share information regarding accommodations to
the general curriculum and specially designed
instruction. Include suggestions for maximizing the
extent to which the student is educated with
nondisabled students. Also include recommendations
regarding related services and special equipment and
devices to be provided to the student.
3. Develop IEP goals and objectives/benchmarks.
4. Assist in identifying parents supports, classroom
supports, teacher supports and assistive devices
needed for this student to be successful. (Think
beyond existing services.)
5. Share information about how the student will
participate in state and district-wide assessments.
Required Team
Knowledge and Expertise
Each Team meeting must also have
someone who – is qualified to provide or supervise
the provision of specially designed
instruction
– is knowledgeable about the general
curriculum
– has the authority to commit school
district resources
– can interpret instructional
implications of evaluation results
– has knowledge or special expertise
regarding the student (at the
discretion of parent or district)
These roles can be filled by one or more individuals.
Additional Expertise
• For postsecondary transition
planning, representative(s) from
agency(ies) that is likely to be
responsible for providing/paying
for transition services.
• For meetings where placement will
be discussed, a person who is
knowledgeable about placement
options.
Team members can wear
more than one hat!
On to the IEP. . .
IEP development relies on
the judgement of
Team members.
No two Teams will respond alike.
No two Team meetings will be alike.
An IEP is
a contract between
the parent and
school district that. . .
• considers the individual needs of the
student
• describes how the student learns
• focuses on what will make the biggest
difference for the student
• describes how the school staff will
help the student learn better
• reflects the decisions of the Team
Individualized Education
Program
You must remember that:
• every student is different.
• no two IEPs will be alike.
• there is no single correct way
to write an IEP.
Write in clear, understandable
language. Use a style that best
reflects Team decisions.
IEP Checklist
&
IEP Form
• IEP Checklist - reference tool
– reviews items to be included in each
IEP section
– lists regulation citations
• IEP Form - communication tool
– designed to assist Team reviewing
all required IEP elements
– designed to assist Teams in
documenting their recommendations
Sample IEP
Statements
• Written to assist Teams in
developing IEPs.
• Written to demonstrate the
following:
(a) that Teams may use a variety
of styles to communicate their
intent
(b) that Teams must avoid the use
of educational jargon
IEP 1
• Parent and/or Student
Concerns
• Student Strengths and Key
Evaluation Results Summary
• Vision Statement
EXAMPLES OF:
Parents and/or Student Concerns
IEP 1
Example 1:
a. wants to see Sam’s reading skills improved
by the end of the year
b. wants to see Sam participate in after school
activities
Example 2:
Concerned about after graduation plans:
(1) Will Juan be prepared for work?
(2) Will Juan be prepared to continue his
education after high school?
Example 3:
Kenya’s mother and father are concerned with
her overall school progress. She does not
seem to be keeping up with her classmates and
her IEP goals are not consistently being met.
Perhaps she needs different strategies and/or
services to improve her performance?
EXAMPLES OF:
Parents and/or Student Concerns
IEP 1
Example 4:
Communication skills: with teachers and
peers; need for additional in-class
supports; reinforcement of skills
through home activities
Example 5:
•When should Joanne return to Brown
School?
• What help will Joanne receive once
there?
EXAMPLES OF:
Student’s Strengths and
Key Evaluation
Results Summary
IEP 1
Example 1:
Jose participates in appropriate activities with his
classmates. He responds to staff requests. He
likes being active and helping others. Jose has at
least average intelligence and a communication
disability. His speech is clear and easily
understandable but he has difficulty expressing his
thoughts. His vocabulary and word finding skills
are below age/grade expectations. His teachers
take time to make sure they understand Jose but
his peers may not.
Example 2:
strengths: academic skills, following directions,
work completion
interests/accomplishments: sports of any kind,
nature especially endangered species, active Boy
Scout, plays soccer and basketball
education related details: sensory impairment hearing; general education performance is above
that of peers and consistent over school history;
solid intellectual and academic abilities
EXAMPLES OF:
Student’s Strengths and
Key Evaluation
Results Summary
IEP 1
Example 3:
attends school regularly;
responds well to a structured behavior
management system;
enjoys hands-on learning activities;
won honorary mention in recent science
fair, lead singer in school chorus, loves
animals and volunteers in an animal shelter;
inconsistent performance over school
history resulting from sustained,
inappropriate feelings/behaviors (emotional
impairment);
has limited general education achievement
and MCAS results despite average abilities
and skills;
less achievement towards IEP goals than
expected even with an increase of
counseling and in-class support last year
EXAMPLES OF:
Vision Statement
IEP 1
Example 1:
The Team would like to see Elena enter
an integrated kindergarten
program when she reaches age 5.
Example 2:
By the time Rose is in 2nd grade, we can
see her taking the yellow school
bus to school and walking independently
through the school
building.
Example 3:
We hope Kim’s medical condition will be
stabilized so that her access and
involvement with school and typical
peers can increase.
EXAMPLES OF:
Vision Statement
IEP 1
Example 4:
Pedro wants to be a reporter on the
school newspaper and wants to take as
many courses as possible to improve his
writing skills. He sees himself writing a
book in the future.
Example 5:
Sean loves automobiles and would love
to spend after school and summer
around cars. After graduation, he sees
himself working as an auto mechanic at
a foreign car dealership, living in an
apartment with friends, maybe taking a
course or two at the local community
college and continuing to play baseball
in a local adult league.
EXAMPLES OF:
Vision Statement
IEP 1
Example 6:
Brittany wants to go to college but is
unsure of what she might want to study
once she is there. She is interested in
art and music and would like to learn
more about careers in those areas. She
plans to live at home after college but
eventually would like to own her own
home.
IEP 2
• Present Levels of
Educational Performance
(PLEP)
– A: General Curriculum
• Affect of Disability on Progress
• Accommodation(s)
• Specially Designed Instruction
EXAMPLE 1:
PLEP - A: General Curriculum
IEP 2
Curriculum Areas: All
Impact of Disability on Progress:
Jorge is able to write simple sentences but
requires teacher assistance to add detail to his
work and to correct mistakes in spelling,
grammar and punctuation. He writes slowly and
laboriously even using a pencil grip, lined paper
and a slightly tipped desk top which means he
takes a longer time to complete written
assignments than expected (about 10 minutes
longer for a short assignment).
Jorge’s shorter written assignments are legible
but as he tires during the completion of lengthy
assignments, his papers become more difficult to
read. When given time to prepare, Jorge is
great at telling stories that are full of facts and
details and can orally respond in a complete
manner to open-ended questions.
EXAMPLE 1: (continued)
PLEP - A: General Curriculum
IEP 2
Accommodation(s):
-pencil grip
-large-lined paper
-slanted desk top
-use of classroom word processor for long written
assignments
-extra time for written assignments
Special Designed Instruction:
 Content:
 Methodology/Delivery of Instruction:
 Performance Criteria:
Modify length of written assignments to
include some practice of each concept but not
to include overly repetitive practice of each
concept; plan assignments that allow Jorge to
respond orally or through project-based
activities (like building a model or filming a
video)
EXAMPLE 2:
PLEP - A: General Curriculum
IEP 2
Curriculum Areas: Mathematics
Impact of Disability on Progress:
Tony:
• is able to compute addition, subtraction,
multiplication and division problems
• he has a good memory for shapes and objects.
• has difficulty understanding what is asked of him
when asked to problem solve.
• is very slow in his efforts, as his inability to
break down the task causes him anxiety and often
stops him cold .
• with help on task analysis, recognizes the steps
he needs to take, and is better able to
successfully complete the problem.
EXAMPLE 2: (continued)
PLEP - A: General Curriculum
IEP 2
Accommodation(s):
• Use of manipulatives (coins, base ten blocks tanagrams…)
• Multiple examples
• Modified homework assignments
• Extra time for standard assessment assignments
Special Designed Instruction:
 Content:
 Methodology/Delivery of Instruction:
Provide visual information (pictures, charts, graphs…)
that reinforce the concept being taught; allow for
Tony to work with peer or in small groups to solve
problems- where he will have the opportunity to hear
the questions other children ask, and do more quality
thinking than by himself; individualized instruction to
help Tony visualize the math problem (have him draw
pictures, tell stories that incorporate the problem
being solved...)
 Performance Criteria:
In addition to the standard classroom evaluations,
Tony should be allowed to present responses
visually and with manipulatives.
EXAMPLE 3:
PLEP - A: General Curriculum
IEP 2
Curriculum Areas: All
Impact of Disability on Progress:
• Ability to understand spoken language is below her
typical age/grade peers.
• Having difficulty learning to pronounce words,
reading grade level material, paying attention and
understanding oral directions and learning new
information.
• Has difficulty expressing herself in a clear and
easily understood manner.
•Much better able to give complete responses when
reminded to use newly learned articulation skills and
when asked to pause to think through answers
before speaking.
• Easily frustrated by her communication
difficulties.
• May give up easily and refuse to complete work
when upset.
• May ask to leave the classroom to go to the
Nurse’s Office when classroom demands accumulate
and become too stressful.
EXAMPLE 3: (continued)
PLEP - A: General Curriculum
IEP 2
Accommodations:
Seat near teacher to allow teacher to easily provide
extra help
Specially Designed Instruction:
 Content:
Pre-teach new vocabulary words and concepts; give
out study sheets in all curriculum areas; plan routine
review of all major unit concepts (especially before
tests and quizzes)
 Methodology/Delivery of Instruction:
Provide help at the start of any new, unfamiliar
activity; ask for directions to be repeated back to
assure understanding; provide ongoing praise and
periodic activity-time reward for work completion;
send home weekly report to parents on progress and
classroom behavior
 Performance Criteria:
Test only on vocabulary and concepts included on
study sheets; have a series of grading
options/activities to choose from at the completion
of every major curriculum unit
EXAMPLE 4:
PLEP - A: General Curriculum
IEP 2
Curriculum Areas: All
Impact of Disability on Progress:
Dan’s emotional disability (depression) has the
following impact on his education:
1. Unable to muster needed energy to attend to
academic tasks;
2. May be driven to occasional periods of
perfectionism;
3. Becomes frustrated, anxious and easily
disappointed over not meeting academic expectations;
4. Inconsistent, sporadic effort and school
attendance seem to have led to gaps in learning
because achievement does not match potential
5. Responds best when school work is given to him in
a manner that allows him to concentrate on one or two
short-term assignments at a time; and
6. Responds better when given consistent teacher
feedback rather than relying on mid-term progress
reports and report cards.
(See report completed by school psychologist
for further information.)
EXAMPLE 4: (continued)
PLEP - A: General Curriculum
IEP 2
Accommodations:
• Send to Nurse’s Office right before lunch break
for his medication.
• Notify guidance counselor if Dan puts his head on
his desk and refuses to participate in class.
Specially Designed Instruction:
Content:
Don’t assume mastery of easier content/concepts –
pretest knowledge and understanding
Methodology/Delivery of Instruction:
Break assignments into step by step pieces and
assign gradually over time; assist Dan in developing
time management strategies (daily planner and
schedule); provide reinforcement for the
completion of each assignment
Performance Criteria:
Grade assignments as soon after completion as
possible; have student log completed assignments in
daily planner; meet with student weekly to review
achievement if student is completing work as
assigned; meet daily with student if work
completion begins to lag
IEP 3
• Present Levels of Educational
Performance (PLEP)
– B: Other Educational Needs
• Affect of Disability on Progress
• Accommodation(s)
• Specially Designed Instruction
EXAMPLE 1:
PLEP - B. Other Educational Needs
IEP 3
Other Educational Needs: Behavior
Impact of Disability on Progress:
Carl is making good progress in school when
working in structured, learning environments
that provide routine reinforcement for his ontask appropriate behavior. Carl’s involvement in
nonacademic and extra curricular activities has
been limited because his behavior has
interfered with completion of these types of
activities.
He has been unable to remain focussed on the
activity and has tended to challenge the
authority of the individual running the activity
and/or has provoked arguments with other
students. Carl wants to participate with his
schoolmates and is most interested in
basketball.
EXAMPLE 2: (continued)
PLEP - B. Other Educational Needs
IEP 3
Accommodations:
Team does not see a need for accommodations in
this area.
Specially Designed Instruction:
 Content:
 Methodology/Delivery of Instruction:
Contract that includes clear behavioral
expectations and consequences will be written
between the basketball coach and Carl; Carl’s
appropriate participation will be rewarded
routinely; rewards will be chosen in a meeting
between Carl, his coach, his parents and the school
adjustment counselor; as basketball is Carl’s
preferred activity, Team members recommended
basketball as a starting point; however, other
activities should gradually be added to Carl’s
schedule in the same manner once he has
successfully participated in basketball
 Performance Criteria:
EXAMPLE 2:
PLEP - B. Other Educational Needs
IEP 3
Other Educational Needs:
Adapted Physical Education
Impact of Disability on Progress:
Tyler is: physically active student even though
he uses a wheelchair; likes to participate in
various sport activities including swimming and
basketball; needs to continue building upper
body strength; and needs to continue range of
motion activities.
EXAMPLE 2: (continued)
PLEP - B. Other Educational Needs
IEP 3
Accommodations:
Same as previous IEP page.
Specially Designed Instruction:
 Content:
Participation in typical physical education class but
modified and supplemented only as required by
attached doctor’s order
 Methodology/Delivery of Instruction:
Designed and monitored by physical therapist
based on doctor’s order
 Performance Criteria:
Graded on participation and effort in gym
activities as well as skill improvement in modified
activities
IEP 4
•
•
•
•
Goal #
Specific Goal Focus
Current Performance Level
Benchmarks/Objectives
EXAMPLES OF:
Current Performance Levels
Measurable Annual Goals
IEP 4
Goal #: 3
Specific Goal Focus: Study Skills
Current Performance Level:
Joe submits fewer than half of his required
homework assignments. He starts most
assignments but lacks the organizational skills to
complete them by the required due dates.
Measurable Annual Goal:
Joe will submit 90% or better of all required
homework assignments on time.
Benchmarks/Objectives:
1. Joe will learn to use organizational templates
developed by his teacher that identify the steps
necessary to begin and complete assigned
homework tasks.
2. Joe will learn to develop and use organizational
templates himself.
EXAMPLES OF:
Current Performance Levels
Measurable Annual Goals
IEP 4
Goal #: 1
Specific Goal Focus: In-Class Behavior
Current Performance Level:
Jill typically interrupts the work of others 2 or 3
times in any 5 minute period of quiet work time.
She interrupts when she requires teacher
assistance.
Measurable Annual Goal:
Jill will consistently raise her hand to get
teacher assistance during any random sample of
quiet work time.
Benchmarks/Objectives:
•will be able to state classroom rules in regard to
talking in class and participating in class
discussion
•will raise her hand for teacher assistance when
verbally prompted by teacher
•will require only periodic reminders from
teacher to raise her hand
EXAMPLES OF:
Current Performance Levels
Measurable Annual Goals
IEP 4
Goal #: 4
Specific Goal Focus: Communication
Current Performance Level:
Lisa has the physical capacity to produce speech
sounds. She has a verbal vocabulary limited to ten
words. When she speaks, she most commonly uses
the following words: yes, no and hi. She can also use
eye gaze and single switches to communicate with
others. Her combined vocabulary using all three
methods of communication totals 18 words.
Measurable Annual Goal:
When tested on the use of her verbal vocabulary, eye
gaze use and single switch use, Lisa will demonstrate
correct usage of 26 vocabulary words. The 8 new
words will be chosen with Lisa’s family to maximize
her useful vocabulary.
Benchmarks/Objectives:
By March, Lisa’s total vocabulary will reach 20 words.
By June, Lisa’s total vocabulary will reach 22 words.
By September, Lisa’s total vocabulary will reach 24
words.
EXAMPLES OF:
Current Performance Levels
Measurable Annual Goals
IEP 4
Goal #: 2
Specific Goal Focus: Travel Training
Current Performance Level:
Paul independently rides the school bus to and from
school but he has door to door delivery. He has
taken public transportation for school-sponsored
activities but requires prompting and cues from
school staff to locate bus stop and to board the
correct bus. He is beginning a series of work
internships during the school day that may lead to
part-time, after school employment.
Measurable Annual Goal:
Paul will independently take a local bus from the stop
nearest school to the local mall.
Benchmarks/Objectives:
•correctly read a bus schedule to determine best bus
route, stop location and times for a trip to the mall
•successfully plan and take bus trip to go to standard
locations such as the mall, local medical building and
movie theatre.
EXAMPLES OF:
Current Performance Levels
Measurable Annual Goals
IEP 4
Goal #: 1
Specific Goal Focus: Composition
Current Performance Level:
Al writes compositions using subject/verb/object sentences
and little or no detail. His compositions remain on topic and
have a beginning and end. With teacher assistance, he will
correct spelling, punctuation and capitalization errors. He
needs further instruction in developing sentences and in
using self-monitoring tools.
Measurable Annual Goal:
Al will write a page-long composition without teacher
assistance, on a topic of his choice that includes: a
beginning, middle and end; at least 3 supporting details; at
least 6 adjectives or adverbs; complex sentences; and
correct spelling, punctuation and capitalization.
Benchmarks/Objectives:
1. consistently use compound and complex sentences in daily
written work
2. use adjectives and adverbs, without reminders, in daily
written work
3. independently use CARE (Change, Add detail, Rearrange,
Eliminate) to edit daily written work
4. independently use COPS (Capitals, Overall presentation,
Punctuation, Spelling) to edit daily written work
IEP 5
• Service Delivery
– Grid A: Consultation (Indirect Service)
– Grid B: Special Education and Related
Service in General Education (Direct
Service)
– Grid C: Special Education and Related
Service in Other Settings (Direct
Service)
THINGS TO REMEMBER:
Service Delivery
IEP 5
Don’t think existing services or placement.
Do think services needed to reach IEP
goals and to be involved in the life of the
school.
Don’t think only of student needs.
Do think of services to student, supports
to parents and supports to staff.
Don’t use a generic term like “sped staff” .
Do use more specific role titles indicating
who will deliver service.
Avoid “as needed” to indicate service
frequency and/or duration.
Give precise detail. (e.g. 30 - 60 minutes
per week, at least once each classroom
period; prior to introduction of new
material).
What you need to know
about the next example ...
This example shows some parts of a Related Services Only IEP
now allowable under the expansion
of the definition of special education
within Massachusetts Special Education
Regulation.
Background information needed to better
understand this example 1. Kathy was not on a school health plan or 504
plan when her parents requested an initial
special education determination.
2. Kathy has a health impairment, diabetes, that
prevents her from making effective progress in
the general curriculum.
3. Kathy requires a related service, School
Health Services, in order to access the general
curriculum and, therefore, is eligible for special
education.
Related Service Example
PLEP - A: General Curriculum
IEP 2
Curriculum Areas: All
Impact of Disability on Progress:
Kathy’s diabetes is characterized by quickly changing blood
sugar levels. Kathy understands the importance of
checking her levels but, at this time, has limited selfmonitoring skills. The nurse is working with Kathy to help
her increase these important skills.
Kathy’s teachers must be alert to the following changes in
behavior and must notify the school nurse immediately at
the onset of these symptoms. Kathy will become lethargic
and lose concentration if Kathy’s blood sugar level becomes
too high. Kathy becomes nervous, shaky and distracted if
her blood sugar level drops too low. She may also begin to
perspire and to complain of a headache. When not feeling
well, the quality and the quantity of her work as well as her
participation drops to a level that is not reflective of her
capacity.
Kathy’s blood sugar levels can be appropriately maintained
when she eats the correct snack at the correct time. The
school nurse has communicated with her doctor and her
parents to be sure the correct blood level testing supplies
and snacks are available in the Nurse’s Office.
Related Service Example
PLEP - A: General Curriculum
IEP 2
Accommodations:
• Notify nurse immediately if Kathy exhibits any
signs of changing blood sugar level or if Kathy
requests to see the nurse because she is not feeling
well.
• Prompt Kathy to refuse food that has not been
sent in by Kathy’s parent or pre-approved by nurse.
Specially Designed Instruction:
 Content:
 Methodology/Delivery of Instruction:
 Performance Criteria:
Related Services Only:
Consultative and Direct Health Services
Teams will need to write this onto the bottom of IEP 2.
Related Services Only
Current Performance/Annual Goal
IEP 4
Goal #: 1
Specific Goal Focus: Self-Monitoring /Health
Current Performance Level:
Kathy can accurately tell you how her diabetes makes her
feel when her blood sugar levels go up or down. When an
adult observes a change in her behavior and asks her how
she feels, Kathy can relate her symptoms.
Goal:
Every day of the last 3 weeks of school, Kathy will
independently use her self-monitoring checklist to
recognize her symptoms related to high and low blood
sugar levels as she is experiencing them and will ask to
see the school nurse.
Objectives/Benchmarks:
 Kathy will develop with the school nurse a selfmonitoring checklist.
 Kathy and the nurse will complete the self-monitoring
checklist each time Kathy comes to the nurse’s office.
 Kathy will be prompted by her classroom teacher to
complete her self-monitoring checklist once an hour.
Related Services Only
Current Performance/Annual Goal
IEP 4
Goal #: 2
Specific Goal Focus: Self-Monitoring /Health
Current Performance Level:
Kathy knows she must regularly test her blood sugar levels.
Currently, she watches as her family members or nurse
follow the necessary steps in this procedure. Kathy’s
relatively recent diagnosis of diabetes has not allowed her
sufficient time to learn about her health problem and its
management.
Goal:
Each time Kathy tests her blood sugar level, she will
independently (with no prompts) and correctly (within
parameters set by doctor) take and read the test results.
Objectives/Benchmarks:
 In each of 5 successive visits to the school nurse’s office
at the end of 1st term, Kathy will identify the required
medical supplies and recite the steps to be followed for
reading her blood sugar level.
 In each of 5 successive visits to the school nurse’s office
at the end of 2nd term, Kathy will independently take out
needed medical supplies and follow the required steps in
taking her blood sugar level.
 By the end of 3rd term, Kathy, with no more than two
prompts, will correctly take her blood sugar level and,
every four of five times, correctly read the test results.
Related Service Example
Delivery of Service
IEP 5
Grid A: Consultation (Indirect Service)
Focus on Goal #:
1
Type of Service:
Teacher Consultation
Type of Personnel: Nurse
Frequency/Duration: One 30-minute meeting at
the beginning of year
Start Date:
09/01
Discussion (not written in IEP):
The nurse will consult with Kathy’s
teachers to provide them information
about diabetes and Kathy’s condition in
specific. The nurse will also review with
teachers warning signs that necessitate
that the nurse be immediately
contacted and discuss with them the
development of Kathy’s self-monitoring
checklist.
Related Service Example
IEP 5 (continued)
Grid C: Special Education & Related
Services in Other Settings (Direct
Service)
Focus on Goal #:
Type of Service:
Type of Personnel:
Frequency & Duration:
Start Date:
1 and 2
School Health Services
Nurse
40 minutes daily
09/01
Discussion (not written in IEP):
The nurse will see Kathy at the start of each
day to review her levels’ chart from home that
her parents have agreed to send to school in
Kathy’s day planner. The nurse will see Kathy
at the end of each day to update and send
home her levels’ chart. Each day the school
nurse will call Kathy from class as needed for
her blood sugar level checks. These checks
are scheduled at least twice daily (usually at
10:30 AM and 1:00 PM) but may occur at other
times depending on Kathy’s health on any given
day. During these visits, the nurse will provide
directions to Kathy to help her develop her
self-monitoring skills.
IEP 6
• Nonparticipation Justification
• Schedule Modification
• Transportation Services
EXAMPLES OF:
Nonparticipation Justification
IEP 6
Example 1: (removed for all curricular subjects)
needs a small, structured classroom with
routine and systematic rewards
•to reward on-task, appropriate behavior
•to control angry outbursts
Example 2: (removed for all subjects)
Tomas requires daily ASL instruction
and continuous practice in use of
ASL skills to improve communication
skills with ongoing opportunities for
ASL interaction with peers and adults.
Example 3: (removed for all subjects)
Goal #: 2 / Specific Goal Focus:
Psychological Services
Focus on Goal #: 2 / Type of Service:
Therapeutic Environment
indicates need for 24-hour care
EXAMPLES OF:
Nonparticipation Justification
IEP 6
Example 4: (removed for entire school day)
Joshua’s significant medical and
physical needs require his participation
in a highly specialized, responsive
program setting.
Example 5: (removed for physical therapy)
Susan requires physical therapy that
must occur in gym area equipped with
specialized equipment.
Example 6: (removed for all subjects)
Tina’s behavior which is significantly
disruptive throughout the day requires
that Tina receive intensive behavioral
intervention.
EXAMPLES OF:
Schedule Modification
IEP 6
Example 1: (shorter day)
Amy, based on the recommendation of her
physician, will attend school for
four hours each day. Her schedule will be
changed to ensure she receives
access to all general curriculum areas
before she goes home.
Example 2: (longer day)
-extra hour on Tuesday and Thursday for
Braille instruction
-scheduled after school to provide
continuity of service delivery to Juanita
-Braille instructor will routinely monitor
student performance by contacting
teachers on a monthly basis.
EXAMPLES OF:
Schedule Modification
IEP 6
Example 3: (shorter year due to
reoccurring health problem)
-school schedule will be modified to
accommodate ongoing chemotherapy
treatments;
-home/hospital tutoring will be provided
for 6 hours a week if doctor concurs
that Sam is able to participate;
-if Sam is not able to participate,
resource teacher with general educator
assistance will modify major subject
content requirements and grading
criteria;
-guidance counselor and school nurse
will be responsible to routinely contact
parent, physician, school staff and
home/hospital tutor
EXAMPLES OF:
Schedule Modification
IEP 6
Example 4: (longer year)
•see IEP 5 / services with start date:
07/01 and end date: 08/01
•documented severe regression of
communication skills
•speech pathologist to meet before/after
summer program with summer program
staff
EXAMPLES OF:
Transportation Services
IEP 6
Example 1:  No / Regular transportation
Discussion (not written in IEP): Joe ‘s
disability does not prevent him from being
transported to school like any other student.
After Joe’s IEP is written,the Team decides
Joe should receive services in a day school.
Therefore, the school district is responsible
for providing transportation to and from
the day school. However, this is not
considered “special transportation”.
EXAMPLES OF:
Transportation Services
IEP 6
Example 2:
 Yes / Special Transportation
 on a regular transportation vehicle with the
following modifications and/or specialized
equipment and precautions: bus will pick up/drop
off Nicole at the base of her driveway; her
parents have agreed to escort Nicole to/from
bus; aide will ride bus until Nicole has become
familiar with the bus routine (Team anticipates
that the aide will be needed for the first month
of school.); school staff will escort Nicole
to/from bus to classroom each day; bus driver
will be introduced to Nicole and her parents
prior to first bus ride and will receive a written
emergency plan
Discussion (not written in IEP): Nicole’s
intellectual impairment requires she
receive special transportation because she
cannot independently use regular
transportation as other students can. The
Team recommends that she ride regular
transportation with support to receive a
less restrictive transportation service.
EXAMPLES OF:
Transportation Services
IEP 6
Example 3:  Yes / Special Transportation
 on a special transportation vehicle with the
following modifications and/or specialized equipment
and precautions: station wagon; needs assistance
in/out of home and school and on/off vehicle;
aide, with emergency medical training, required
for monitoring of seizure condition
Discussion (not written in IEP): Jorge has
a developmental delay and a health
impairment that prevents him from taking
regular transportation even with
modifications, specialized equipment and/or
precautions.
Note: Review special transportation
requirements in 603 CMR 28.05(b)(1)(i)-(iii).
IEP 7
• State or District-Wide Assessment
– Participates like any other student.
– Participates with accommodation(s).
– Takes Alternate Assessment.
THINGS TO REMEMBER:
State or District-Wide Assessment
IEP 7
Teams may, when appropriate and necessary
for student participation, chose
accommodations from a full range of
accommodations and modifications that are
commonly used in assessment practice.
See Spring 2001 Update -
Requirements for the Participation of Students with
Disabilities in MCAS.
Test accommodations, if recommended,
should mirror instructional and assessment
adaptations currently in use for the student.
IEP 8
• Additional Information
including required
transition planning elements
• School Assurance
• Parent Options/Responses
THINGS TO REMEMBER:
Additional Information
IEP 8
• Preparation of students with disabilities
for independent living and economic selfsufficiency is a major focus of IDEA.
• Transition planning must begin no later than
age 14 and sooner, if appropriate.
• Final details in regard to transition planning
are recorded on IEP 8 but transition planning
begins on IEP 1 and should be reflected
throughout the IEP.
• Team must consider how disability(ies)
impact instruction, related services,
community experiences, development of
employment and other post-school adult
living objectives; and if appropriate,
acquisition of daily living skills and vocational
evaluation.
Develop the IEP at
the Team Meeting!
Make the IEP
Immediately
Available!
I should have
known!
It’s important to know
State and Federal
Laws and Regulations
that govern
Team Composition and
IEP Development.
and why not...
DO NOT SAY: Let’s
get started! We have
only 30 minutes for
each of these IEP
meetings and we’ve
already lost 5 minutes
getting coffee. We’ll
have parents stacked
up and down the halls
if we fall behind
schedule.
It’s not possible to anticipate
the exact amount of time an
IEP meeting will require. It is
important to take the time
necessary to prepare an
appropriate IEP that will
enhance the student’s
opportunity to progress toward
his or her educational goals.
It’s what is special about
special education.
DO NOT SAY: No, we didn’t
indicate occupational therapy as a
related service. We have only one
OT in the entire district and he’s
booked solid. Maybe next yearor if an OT student moves away.
“The services
provided to the child
… address all of the
child’s identified
special education and
related service
needs.” Section
300.300(3)(1) Each
student’s individually
determined needs
dictate services to be
provided. The
availability of the
service may not be a
factor.
and why not...
DO NOT SAY: No Mrs.
Brown, Bob’s teachers
aren’t here.They are
too tired from yesterday’s
meetings and we rotate
teachers through these
meetings anyway. It’s not
their day to participate in
IEP meetings.
A child’s IEP Team must
include (1) the parents of
the child; (2) at least one
of the child’s regular
education teachers (if the
child is, or may be,
participating in the regular
education environment); (3)
at least one special
education teacher of the
child, or if appropriate, at
least one special education
provider of the child.
Section 300.344(a)
DO NOT
SAY: No,
I don’t
recommend
that Kim
attend the
IEP meeting.
She’s only
twelve
years old.
Generally, a child with a disability should
attend the IEP meeting if the parent decides
that it is appropriate for the child to do so. If
possible, the agency and parents should discuss
the appropriateness of the child’s participation
before a decision is made, in order to help the
parents determine whether or not the child’s
attendance would be (1) helpful in developing
the IEP or (2) directly benefit the child or
both. The agency should inform parents before
each IEP meeting- as part of notification
under Section 300.345(a)(1)- that they may
invite their child to participate. Source:
Appendix A, 64 Federal register, March 12, 1999
and why not...
DO NOT SAY: No
I don’t recommend
that Jill attend this
IEP meeting. At 17
years of age, she’s
too busy with her
friends and school
activities to be
interested in such
a meeting.
DO NOT SAY: Well,
the general education
curriculum is for most
kids but not for
special education
students. It’s best
to provide these
students with an
alternative curriculum
that’s easier and that
the special education
teacher is trained in.
If a purpose of an IEP meeting
for a student with a disability will
be the consideration of the
student’s transition service needs
or needed transition services
under Section 333.347(b)(1)(2),
or both, the public agency must
invite the student and, as part of
the notification to the parents of
the IEP meeting, inform the
parents that the agency will invite
the student to the IEP meeting.
If the student does not attend,
the public agency must take other
steps to ensure that the student’s
preferences and interests are still
considered. Section 300.244(b)
The IEP for each child with a
disability (including children who are
educated in separate classrooms and
schools) must address how the child
will be involved and progress in the
general curriculum. However, the part
B regulations recognize that some
students have other educational needs
resulting from their disability that also
must be met, even though those needs
are not directly linked to participation
in the general curriculum. Source:
Appendix A, 64 Federal Register, 3/12/99)
DO NOT SAY: Well,
since we’ve established
what Kim’s disability isthat automatically means
she’ll be in Mr. Peter’s
room at least three
hours each day. See,
scheduling isn’t so
difficult once you get
the hang of it.
DO NOT SAY:
Welcome Mr.
and Mrs.
Jones. This
won’t take
much time. We
have already
written the
IEP - all you
have to do is
sign it.
and why not...
“The services and placement
needed by each child with a
disability to receive FAPE ( a
free and appropriate public
education) must be based on
the child’s unique needs and
not on the child’s disability.
Section 300.300(3)(ii)
The IDEA ’97 significantly strengthens the
role of the parent.Therefore, it is
important that parents are provided a full
opportunity to express their views and
participate fully in the IEP meeting,
including the development of the IEP.
Agency staff may come to an IEP meeting
prepared with evaluation findings and
proposed recommendations regarding IEP
content, but the agency must make it clear
to parents at the outset of the meeting
that the services proposed by the agency
are only recommendations for review and
discussion with the parents. Parents have
the right to bring questions, concerns, and
recommendations to an IEP meeting as part
of a full discussion, of the child’s needs
and services to be provided to meet those
needs before the IEP is finalized.
and why not...
DO NOT SAY: Thank
you for suggesting
these modifications
for Paul’s instruction.
We can implement them
in his special education
classes, but it’s really
too much to expect his
general education
teachers to accommodate
his needs in their classes.
DO NOT SAY: I
can’t say for certain
that we can provide
that service. It’s a
big commitment. I’ll
have to check with
the Special
Education Director
and get back to you.
Every individual involved in
providing services to the
student should know and
understand his or her
responsibilities for carrying
out the IEP. This will help
insure that the student
receives the services that
have been planned, including
the specific modifications
and accommodations that the
IEP Team has identified as
necessary. Source: A Guide to
the Individualized Education
Program, Office of Special
Education and Rehabilitation
Services, U.S. Department of
Education.
Each public agency may determine
which specific staff member will serve
as the agency representative in a
particular IEP meeting. It is important
that the agency representative have
the authority to commit agency
resources and be able to ensure that
whatever services are set out in the
IEP will actually be provided. Source:
Appendix A, 64 Federal Register, 3/12/99)
It’s a good idea to
assess Team practices.
Formal Assessment
(through outside evaluator/consultant)
Coordinated Program Review
Informal Assessments
Effective
Team
Collaboration
Best Practices
related to
Collaboration
I. Before the IEP
Meeting
II. During IEP
Meeting
III. After the IEP
Meeting
Evaluation
Tool
Team
Assessment
Improvement
Strategies
Improving IEP
MeetingsA Parent Survey
Dear Parents,
We thank you for participating in your child’s meeting.
We believe that this process should be a collaborative
effort between parents and educators. Please check your
rating of each question and provide your suggestions for
improving the IEP Process. Return the completed survey
in the attached envelope.
Thank you!
Evaluation
Tool
Communications- When the school invited
you to the IEP meeting for your child…
The IEP Meeting- As a participant
in the IEP Meeting…
How can we
do better?
Please
comment.
How might we
improve our
communication?
How might we
improve our
IEP meetings?
Quick Recap
Road to Addressing Unique Student Needs
Through Successful Team Meetings
Resources
-A Guide to the Individualized Education Program- Office
of Special Education Programs (OSEP)
- Extended School Year Services- North East Regional
Resource Center (NERRC)
- Massachusetts Special Education RegulationsMassachusetts Department of Education
- National Information Center for Children and Youth
with Disabilities (NICHCY): Individualized Education
Programs
- National Information Center for Children and Youth
with Disabilities (NICHCY): Interventions for Chronic
Behavior Problems
- National Information Center for Children and Youth
with Disabilities (NICHCY): Transition Planning: A Team
Effort
- Requirements for Including ALL Children in
Assessments- Office of Special Education Programs
(OSEP)
- Requirements for the Participation of Students with
Disabilities in MCAS (Spring 2001 Update)Massachusetts Department of Education
Links
Massachusetts Department of Education:
www.doe.mass.edu
Massachusetts Department of
Education/Special Education Page:
www.doe.mass.edu/sped
National Information Center for Children and
Youth with Disabilities (NICHCY):
www.nichcy.org
Office of Special Education Programs (OSEP):
www.ed.gov/offices/OSERS/OSEP
idea PARTNERSHIPS and The Council for
Exceptional Children (CEC):
www.ideapractices.org
Federation for Children with Special Needs:
www.fcsn.org
Parent Advocacy Coalition for Educational
Rights (Pacer): www.pacer.org
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Individualized Education Program IEP 1