SPD 510 Individualized Education Program (IEP)

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 “Individualized Education Program (IEP) Template.” Based on the “Present Levels of Academic Achievement and Functional Performance,” 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.

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1 Special Education Department Individualized Education Program (IEP) Student Name: Student ID: Student Data/Cover Sheet (Form A-1) IEP Meeting Date: DOB: Demographic Information Student Number: Student Name: Student Address: Birthdate: Gender: Grade: 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: Home District: Attendance District: Home School: Vision Screened On: Primary Language Survey Date: Primary Language Survey Results: Service Coordinator: Language of Instruction: Attending School: Results: Hearing Screened On: Meeting Date: Anticipated Duration of IEP: To Special Education Primary Category #1: Results: Re-evaluation Due: Current Evaluation: 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): 2 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 (MM/DD/YY) Participant Date *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. 3 Special Education Department Individualized Education Program (IEP) PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Section 1: SPD 510 Individualized Education Program (IEP)

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 4 Parent’s Input on Student’s Current Academic Achievement: Current Classroom-Based Data: 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 5 Special Education Department Individualized Education Program (IEP) ADDITIONAL DOCUMENTATION/CONSIDERATION OF SPECIAL FACTORS Considered Not Needed Individual Transition Plan Statement of Transfer of Parental Rights at Age of Majority For a student whose behavior impedes his/her learning, or that of others, positive behavior interventions, strategies, and supports have been considered. Statement of Language Needs in the Case of a Child with Limited English Proficiency Statement of Provisions of Instruction in Braille & User of Braille for a Visually Impaired Child Statement of the Language of Needs, Opportunities for Direct Communication with Peers in the Child’s Language and Communication Mode Statement of Required Assistive Technology Devices and Services Statement of Communication Needs for a Child with a Disability Statement of Health Concerns [ G r[ aG [r b G ya rb o ay [u bo G r yu r o[r ae uG b ar re yd ra[ o e ebG u rd ay[re r’a do r rsG erub [ ea’ rayG ats[ ’rbo d taG seyu a etr aob rntra tu y d ’tee terb o sin errayu aoto ne’d r tniu tsaero tw iadren ei ote’raw n t ntresd thia w e’iat td in r so gh tate’ n r htiersg w e’n ao tiaar gntste tia rw t n h qato eite aut aitn n goq ew th t o rtu qanin i eo t uw gafo t Included [ G [r G a [r b G ay rb o ay [u b o G r yu r [o rae u G ra b rey d [r ao ae G eb d u rr ya[er ’a d o G rrsb e[ru ’ea y G rasa to [’r ab d tG u aesyt er b ao rtn rat yu d e’t et b o ern siay eu rrt ao d o rn e’itn et u rsao tw ri ean d eir’ ato ew n tes d tn rtih aw et’ iad tri n sh o gte t’a n rer sh tigw e’n ao triat sgtn et aitw rn ah q to eit au n tan itq go ew th u o rtin q ian eo tu o gta w f 6 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: 7 Special Education Department Individualized Education Program (IEP) Date given to Genera Ed. Teacher: ACCOMODATIONS Service Coordinator:SPD 510 Individualized Education Program (IEP)