An important part of a special education teacher’s job is to write effective IEPs for their students. There are many different components involved in the IEP. The special education teacher must be able to write all components of the IEP to be individualized to each student’s unique needs.
Review the “Mock IEP.” Based on the “Present Levels of Academic Achievement and Functional Performance (PLAAFP) Example,” complete the highlighted sections for Lesley’s IEP to include:
Additional documentation or consideration of special factors
Three measurable IEP goals
Accommodations
Special education services to be provided
Least restrictive environment
In addition, beneath the IEP template write a 500-750 word rationale for your decisions in the highlighted sections of the IEP.
SPD-510_RS_T4-MockIEP1.docx
10
Special Education Department
Individualized Education Program (IEP)
Student Name: Student Data/Cover Sheet (Form A-1) IEP Meeting Date:
Student ID: DOB:
Demographic Information
Student Number:
Student Name:
Birthdate:
Gender:
Grade:
Student Address:
Home Phone:
City, State, Zip:
Parent 1 Name:
Parent 1 Relationship:
Parent 1 Address:
Home Phone:
City, State, Zip:
Work Phone:
Parent 1 Email:
Parent 2 Name:
Parent 2 Relationship:
Parent 2 Address:
Home Phone:
City, State, Zip:
Work Phone:
Parent 2 Email:
Primary Language of Home:
Primary Language Survey Date:
Primary Language Survey Results:
Language of Instruction:
Home District:
Attendance District:
Service Coordinator:
Home School:
Attending School:
Vision Screened On:
Results:
Hearing Screened On:
Results:
Meeting Date:
Anticipated Duration of IEP:
To
Re-evaluation Due:
Current Evaluation:
Special Education Primary Category #1:
Special Education Eligibility Category #2:
Special Education Eligibility Category #3:
For Students with SLD only, the following area(s) of eligibility was/were previously determined:
Level of Services: (A)
Type: of Meeting:
Date Meeting Notice Sent to the Parent(s):
Date Procedural Safeguards given to the Parent(s):
Special Education Department
Individualized Education Program (IEP)
The following persons participated in the conference and/or the development of the IEP. Additionally, parents have been given a copy of their rights regarding the student’s placement in special education and understand that they have the right to request a review of their child’s IEP at any time.
Position/Relation to Student Participant Date (MM/DD/YY)
*If during the IEP year the student turns 16, if the student is not present at the IEP meeting, the service coordinator must review the IEP with the student and obtain the student’s signature and the date of this review.
Special Education Department
Individualized Education Program (IEP)
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Section 1: Current IEP Information
Goal Number Written:
Summarize special education services the student is receiving:
Section 2: Evaluation Information
Areas of Eligibility
Special Education Primary Category:
Special Education Eligibility Category #2:
Special Education Eligibility Category #3:
For students with SLD only, the following area(s) of eligibility was previously determined:
Section 3: Present Level of Academic Achievement
READING
WRITING
MATH
Parent’s Input on Student’s Current Academic Achievement:
State and District Assessments:
Section 4: Functional Performance
Social Emotional and Behavior:
Parent’s Input and Student’s Current Functional Achievement:
Summary of Work Habits:
Section 5: Summary of Educational Needs
Special Education Department
Individualized Education Program (IEP)
ADDITIONAL DOCUMENTATION/CONSIDERATION OF SPECIAL FACTORS
Considered Not Included
Needed
Individual Transition Plan
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
Statement of Transfer of Parental Rights at Age of Majority
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
For a student whose behavior impedes his/her learning, or that of
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
others, positive behavior interventions, strategies, and supports have
been considered.
Statement of Language Needs in the Case of a Child with Limited English
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
Proficiency
Statement of Provisions of Instruction in Braille & User of Braille for a
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
Visually Impaired Child
Statement of the Language of Needs, Opportunities for Direct Communication
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
with Peers in the Child’s Language and Communication Mode
Statement of Required Assistive Technology Devices and Services
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
Statement of Communication Needs for a Child with a Disability
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
Statement of Health Concerns
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
Special Education Department
Individualized Education Program (IEP)
Skill Area:
Standard:
Annual Goal:
Baseline Level of Mastery:
Service Provider(s) for this goal:
Standard:
Annual Goal:
Baseline Level of Mastery:
Service Provider(s) for this goal:
Skill Area:
Standard:
Annual Goal:
Baseline Level of Mastery:
Service Provider(s) for this goal:
Skill Area:
Standard:
Annual Goal:
Baseline Level of Mastery:
Service Provider(s) for this goal:
Special Education Department
Individualized Education Program (IEP)
ACCOMODATIONS
Date given to Genera Ed. Teacher: Service Coordinator:
Accommodations do not change now much of the curriculum the student is expected to learn. It only changes how students access and express knowledge on a daily basis. Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and can do. Students with disabilities who qualify in one academic area are eligible for accommodations in other areas to the extent that their disability would affect performance in those areas.
Accommodations
Type
Location
Legend for Type and Location Fields
Type:
1 = Class work / assignments 2 = Assessments / tests 3 = Both class work / assignments / assessments.
Location:
A = All Subjects B = Language Arts / English C = Reading D = Spelling E = Math
F = Science G = Social Studies H = Health I = Electives J = Physical Ed.
K = Lunch L = Transition / Vocation M = Library N = Title 1 Special / Exploratory
Parental Communication
How will the parent be informed of their child’s academic progress and the extent to which that profess is sufficient to enable the child to achieve annual goals by the end of the year?
IEP Team Consideration for Extended School Year
Consideration for eligibility: IEP team considered ESY eligibility in the areas of regression and recoupment factors and essential skills at a critical stage of development.
Eligible for ESY:
Written explanation as to why ESY is or is not needed:
Special Education Department
Individualized Education Program (IEP)
ASSESSMENT
Rationale: Students with disabilities will participate in usual district assessments unless indicated by this form. Only those accommodations that are provided for instruction and are required by the IEP should be provided for assessment. All students will be assessed at grade level, other than the few who must be provided alternative assessments.
State Assessments
Standard Accommodation(s):
District Assessments
Standard Accommodation(s):
CURRENT STATE STANDARDIZED TEST (i.e., AIMS, PSSA) RESULTS
Testing Area
Test Results
Grade
Semester
Year
Reading
Writing
Math
Science
Special Education Department
Interested in getting help with this assignment?
Get a professional writing team to work on your assignment!
Order Now
Recent postsFor this final assignment, you will prepare a brief paper detailing the steps undertaken to complete a presentation that disseminates information you assemble
Please choose to answer only one of the 2 following questions. Option 1: In your opinion and based on scientific, peer-reviewed published evidence, does child
At the beginning of the previous academic year, the institution announced it would drop football at the conclusion of the season. The announcement created pub
you will review current research in Personality and provide a critical evaluation of that personality research through an annotated bibliography. An annotated
In Module 5, we considered the third in our three-part series on research design. Specifically, the focus was on the longitudinal studies, in which the resear
Need help with a similar or different Task?
We have the best writers to help you. Hire Writer Now
