IEP: The Writing Process Of An Iep

The Writing Process of an IEP

The Details of an IEP The Individualized Education Program (IEP) is a legal document used by schools in order to map out a plan of action for those that are in need of special education. An IEP is created for students who have been classified with a disability and are between the ages of 3 and 21.
The IEP has two important roles. The first is the special education plan that is individualized in appropriate ways for each individual student. The plan defines the goals for one year and the various ways that the school will help the student achieve those goals. Integration in the general education classroom is stressed and the student should be able to participate in all extracurricular activities. The
Those that should be involved in the creation of the IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the the LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person who has knowledge about the student, and whenever possible, the student with the disability. (Gibb & Dyches, 2007)
Steps in Writing an IEP There are seven steps to writing an IEP for a student. Those steps begin with a statement of the student’s present level of academic achievement and functional performance (PLAAFP). This is a summary of where the student currently is in their academic achievements and functional performances, and includes all areas of disability, at the time of the IEP writing. The academic achievements would include areas of academic skills such as reading, writing, and math.
The second step of the IEP is the writing of measureable annual goals. This is where the team gives their best estimate of what the student will be able to accomplish within the next year. The goals must be academic and functional performance goals that are
The education for students with disabilities must be done in the least restrictive environment as determined by the IEP team. The decision must be made of where the most appropriate place for the student’s education is and is there are any additional services or aids that will be needed.
The fifth step is the explanation of the extent, if any, to which the student will not participate with nondisabled students in the regular class and in extracurricular and other nonacademic activities. Integrating students with disabilities into the general education classroom and extracurricular activities is presumed by the law. If the student will not be participating in the general classroom or activity, the IEP team must include a statemet of the extent.
Sixth on the checklist for the IEP is explaining the accommodations that will be necessary to measure academic achievement and functional performance on state and district-wide assessments. All students are expected to participate in with nondisabled students in achievement testing. In order to do this, the IEP team will prepare a statement of what accommodations will be made for the student during the testing