IEP Module for SED 104

1. familiarize yourself with the basic information of an IEP (who it is for, what it is for, when it is written, how it is written, how long it is viable)
2. identify the parts on an IEP and their purpose (PLAAFP, goals, SDI/SAS)
3. develop a plan for creating IEPs in the future (knowing what documents are needed, expectations and requirements)

What you need to do to complete this module:
Access the required resources
KDE IEP documents access this link and download the following documents:
• Guidance Document for IEP Development
• IEP and Lesson Plan Development Handbook
IEP PPT by Dr. Clarke

Watch the videos on our expectations for developing IEPs:
PLAAFP video
Goals and Objectives video
SDI and SAS video

Using the information you reviewed above, answer the following questions in the column on the right. Upload your response into the Assignment section in Blackboard.

IEP Questions Answer the prompts in this column
What does IEP stand for? Individualized Education Program
How does a student qualify for an IEP? A student must undergo evaluation and go through assessments.
Who writes an IEP? (Is it written by the Special Education teacher, General Education teacher, committee, etc.?) List the author/authors. a
What types of information should you use to create an IEP?
Define PLAAFP - what information should be included here? Present Level of Academic Achievement and Functional Performance. To establish a baseline of measurable information that serves as the starting point for developing goals.
Fix these sentences and identify why it is not acceptable in a PLAAFP:
John won’t listen to the teachers.
Kalil never does his work.
Sada doesn’t read at grade level.
• John will listen to the teachers
• Kalil always does his work
• Sada does read at grade level.
In the PLAAFP, what kind of data should be included? Statement of how disability affects the student’s involvement and progress in the general curriculum, a description of how the disability affects the student’s academic achievement and functional performance in the relevant skill areas, logical cues for writing the accompanying goals.
What is included in the considerations of special factors section? Positive behavioral interventions, language needs, If the student is blind or visually impaired they must be provided Braille or appropriate reading and writing media, Consider communication needs, Consider whether the child needs assistive technology devices and services.
Why should we have measurable goals? It tells what a student can accomplish in 1 year.
How often are IEPs written and reviewed? IEP’s are reviewed at least once a year but they may be revised more often than just once a year.
What is the difference between annual goals and benchmarks? Annual goals are goals that should be met over a years’ time. Benchmarks are a breakdown of goals by intervals.
How often are we required to report progress? Depends on district, usually weekly data collection is required.
Why don’t we use the term “regular education”? What term do we use instead? The term we use now Is General Education because the term Regular places a label on being regular or irregular.
What is specially designed instruction? What does it pertain to? SDI describes the types of unique instructional services needed by a child or youth with a disability to accomplish their IEP goals and objectives.
What are supplementary aids and services? Who does it pertain to? Focus on student needs in the classroom/school, Emphasis on leveling the playing field for LRE, Helps provide adjustments to general curriculum in order to meet IEP goals.
What are assessment accommodations, and when should they be used? Accommodations provide access to the same curriculum.
What are program modifications and supports for school personnel? Modifications change the general curriculum by decreasing expectations and/or the complexity.
What is least restrictive environment and how should it be recorded in an IEP? A Least Restrictive Environment is when a student with a disability has the opportunity to be educated with non-disabled peers.
When including time for “special education services,” who is the service provider? The special educators, Educational Professionals, Counselors.
When including time for “related services,” who could the providers be? Therapist, Social work services, Speech Pathology services, Physical Therapy.
How do students qualify for extended school year services? The decision will be made by the child’s IEP team. A meeting would be set up by the team.
Who is required to have transition services? Include the age according to IDEA (federal requirements) and the age/grade listed in KY requirements (note: KY has chosen a different age than is required in federal regulations, so you need to include BOTH ages Age 16
What types