Individualized Education Plan Assignment Instructions
Overview
An Individualized Education Plan (IEP) for students who qualify for special education services is required by law. It is a legal document that needs to be completed correctly. In addition, the IEP will guide the instruction for the student for whom it is created. It is critical that it identifies and addresses the needs of the individual. The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce key sections of an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements.
Instructions
You will use the Michael Jones Case Study and the Individualized Education Plan Template provided to complete this Individualized Education Plan Assignment. All portions of the IEP will be completed for Michael, based on the information in the case study. It is understood that it is not possible to fully develop the IEP without more exhaustive details regarding Michael’s eduational and functional strengths and weakness, but there is enough information provided to meet the expectations of this Individualized Education Plan Assignment.
You will use the Individualized Education Plan Template provided. It is a sample crafted from the Virginia Department of Education’s sample IEP. It is to be completed based on Virginia standards; therefore, you will need to research current information on the Virginia Department of Education website.
Individual abilities, interests, learning environments, and cultural and linguistic factors should be fully considered in the development of the IEP to ensure it meets the academic and functional needs of the student. Use the provided case study, the information below, and the IEP template to develop an IEP for Michael. Be sure to carefully review the IEP evaluation rubric to ensure each section of the IEP fully addresses the required criteria. Remove the yellow highlighting for each section after filling in the portion of the template.
The IEP will be completed in three phases as outlined below.
Individualized Education Plan: Notice to Diploma Assignment
1. Notice
Use information from the case study to complete the Notice.
2. Cover Page
Use the Logistical Information section of the case study to complete the Cover Page. The date of birth can be fabricated based on Michael’s age.
3. Factors
This page presents information that the IEP team considered in the creation of this IEP. Use the information provided in the case study to fully answer each question.
4. Present Levels of Academic Achievement and Functional Performance
This section should be written in paragraph form with correct grammar and punctuation. Use the assessment data provided in thecase study to identify the
student’s interests, preferences, strengths and areas of need, including assistive
technology and/or accessible materials if applicable. Be sure to fully describe
the effect of the student’s disability on his or her involvement and progress in
the general education curriculum, including the student’s performance in
academic as well as functional areas.
There are sample PLAAFPs in the instruction folder that you may review.
5. Diploma Status
Review the information on the Virginia Department of Education website (see Resources section) to determine which of the diploma options is most appropriate for Michael. One option must be identified. Keep in mind that other parts of the IEP will have to align with the requirements of the diploma chosen.
Individualized Education Plan: Goals to Testing Assignment
1. Revise the first sections of the IEP (the Individualized Education Plan: Notice to Diploma Assignment) based on instructor feedback and submit with this Individualized Education Plan: Goals to Testing Assignment.
2. Goals
Develop measurable and observable annual goals for 3 areas where the Michael’s disability impacts his progress in the general curriculum. There must be a directly relationship between the goals and the PLAAFP. Be sure to include:
a. The student’s name
b. The condition under which the behavior will be performed
c. The specific observable behavior to be performed
d. The criterion to which the level of performance at the goal will be achieved
e. The target date/timeline for goal attainment.
3. Short Term Objectives
Develop 4 measurable and observable short term objects for each goal. Be sure to include:
a. The student’s name
b. The condition under which the behavior will be performed
c. The specific observable behavior to be performed
d. The criterion to which the level of performance at the goal will be achieved
e. The target date/timeline for goal attainment.
4. Accommodations/Modifications
Develop modifications/accommodations that will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/ modifications also provide access to nonacademic and extracurricular activities and educationally related settings. Accommodations may include, but are not limited to, time, scheduling, setting, presentation and response including assistive technology and/or accessible materials. Identify frequency, location, setting, and duration.
If applicable, identify supports for school personnel (e.g., equipment, consultation, or training for school staff to meet the unique needs for the student)
5. Participation in State Accountability and Assessment System
Based on the PLAAFP, determine if the student will participate in state and/or division wide assessments or if the student meets the criteria for participation in an alternative assessment program.
If the student is participating in statewide assessment, determine if accommodations will be provided. For the accommodations that may be considered, you may refer to Virginia Department of Education’s (VDOE’s) Students with Disabilities: Guidelines for Assessment Participation for guidance.
If the student WILL NOT participate in the state or division wide assessments, include a statement of justification.
Individualized Education Plan: Placement to Consent Assignment
1. Revise the Individualized Education Plan: Goals to Testing Assignment based on the feedback provided by the instructor and submit with this Individualized Education Plan: Placement to Consent Assignment.
2. Placement (LRE), Services, and Supplementary Aids and Services
Based on the principle of Least Restrictive Environment (LRE), identify all special education and related services the student will receive, including frequency, location, and duration.
Include a statement of justification for each/all services provided and how your placement decisions reflects the principles of LRE with respect to the student’s PLAAFP.
3. Extended School Year (ESY)
Complete the page to explain why extended school year services are deemed necessary or not necessary. If ESY is provided, identify the IEP goals to be addressed and the services to be provided.
4. Transition
Research and list assessments that could be used to determine the student’s skills, interests, aptitudes, etc. that should be considered when creating a transition plan.
Identify one post-secondary goal each for each area: courses of study, community living, daily living and employment.
For each goal explain how it is related to the student’s course of study and identify the transition activities/services to be provided. List the person or agency responsible and their responsibilities.
5. Parent Consent
Complete the page to include parental consent for the implementation of the plan.
