{"id":260,"date":"2019-08-26T14:37:14","date_gmt":"2019-08-26T14:37:14","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/?post_type=chapter&p=260"},"modified":"2020-09-14T16:44:17","modified_gmt":"2020-09-14T16:44:17","slug":"the-iep-components","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/chapter\/the-iep-components\/","title":{"raw":"The IEP Components","rendered":"The IEP Components"},"content":{"raw":"

IEP \u2013 Individualized Education Plan Components<\/strong><\/h4>\r\nThis page examines the specific components of the IEP document, defines IEP goal and objectives and provides tips for writing them.\r\n

The 8 main components of the IEP<\/strong><\/h4>\r\n
    \r\n \t
  1. Performance levels\r\n
      \r\n \t
    • Evaluation of the child\u2019s present levels of academic achievement and functional performance<\/li>\r\n \t
    • Used to evaluate how the child\u2019s disability affects their involvement and progress in the general curriculum<\/li>\r\n \t
    • May include standardized reading, math and IQ scores<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
    • Goals\r\n
        \r\n \t
      • What the team believes the student can reasonably accomplish during the next year<\/li>\r\n \t
      • Achievable, specific and measurable to ensure performance level appropriateness<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
      • Objectives\r\n
          \r\n \t
        • A specific skill that can be practiced in order to reach a goal<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
        • Services to be provided\r\n
            \r\n \t
          • Create an environment that will provide the student the best chance of achieving set goals<\/li>\r\n \t
          • Special Education services are determined by the IEP Team<\/li>\r\n \t
          • May include speech, occupational and physical therapy<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
          • Schedule of the student\u2019s day\r\n
              \r\n \t
            • The IEP Team determines whether the student should be educated and\/or take part in extracurricular or nonacademic activities separately from non-disabled children<\/li>\r\n \t
            • When discussing the student\u2019s daily schedule, commit to that which you can reasonably and regularly achieve<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
            • Assessment decisions\r\n
                \r\n \t
              • Team determines if\/how the child is to participate in state and district-wide assessments<\/li>\r\n \t
              • Some children qualify for accommodations in test taking, including\r\n
                  \r\n \t
                • Reducing the number of tests<\/li>\r\n \t
                • Reading the directions to the child<\/li>\r\n \t
                • Simplifying the language of the directions<\/li>\r\n \t
                • Reading the questions to the child<\/li>\r\n \t
                • Allowing the child to use a calculator<\/li>\r\n \t
                • Waiving points taken for misspelling words<\/li>\r\n \t
                • Allowing more time for tests<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
                • Overall timeline\r\n
                    \r\n \t
                  • A time line is established stating when modifications begin, how often and where they will be provided, and how long they will last<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
                  • Progress measurement\r\n
                      \r\n \t
                    • Establishes how school personnel will measure the child\u2019s progress toward goals of the IEP<\/li>\r\n \t
                    • Includes both academic and behavior measurements<\/li>\r\n \t
                    • Strategies, supports and positive interventions assist with behavior concerns\r\n
                        \r\n \t
                      • Provide visual aids with appropriate behaviors<\/li>\r\n \t
                      • Have clear and easy to understand expectations<\/li>\r\n \t
                      • Work toward a goal if behavior expectations are met<\/li>\r\n \t
                      • Clearly state rules and consequences<\/li>\r\n \t
                      • Follow through on the consequences<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>","rendered":"

                        IEP \u2013 Individualized Education Plan Components<\/strong><\/h4>\n

                        This page examines the specific components of the IEP document, defines IEP goal and objectives and provides tips for writing them.<\/p>\n

                        The 8 main components of the IEP<\/strong><\/h4>\n
                          \n
                        1. Performance levels\n
                            \n
                          • Evaluation of the child\u2019s present levels of academic achievement and functional performance<\/li>\n
                          • Used to evaluate how the child\u2019s disability affects their involvement and progress in the general curriculum<\/li>\n
                          • May include standardized reading, math and IQ scores<\/li>\n<\/ul>\n<\/li>\n
                          • Goals\n
                              \n
                            • What the team believes the student can reasonably accomplish during the next year<\/li>\n
                            • Achievable, specific and measurable to ensure performance level appropriateness<\/li>\n<\/ul>\n<\/li>\n
                            • Objectives\n
                                \n
                              • A specific skill that can be practiced in order to reach a goal<\/li>\n<\/ul>\n<\/li>\n
                              • Services to be provided\n
                                  \n
                                • Create an environment that will provide the student the best chance of achieving set goals<\/li>\n
                                • Special Education services are determined by the IEP Team<\/li>\n
                                • May include speech, occupational and physical therapy<\/li>\n<\/ul>\n<\/li>\n
                                • Schedule of the student\u2019s day\n
                                    \n
                                  • The IEP Team determines whether the student should be educated and\/or take part in extracurricular or nonacademic activities separately from non-disabled children<\/li>\n
                                  • When discussing the student\u2019s daily schedule, commit to that which you can reasonably and regularly achieve<\/li>\n<\/ul>\n<\/li>\n
                                  • Assessment decisions\n
                                      \n
                                    • Team determines if\/how the child is to participate in state and district-wide assessments<\/li>\n
                                    • Some children qualify for accommodations in test taking, including\n
                                        \n
                                      • Reducing the number of tests<\/li>\n
                                      • Reading the directions to the child<\/li>\n
                                      • Simplifying the language of the directions<\/li>\n
                                      • Reading the questions to the child<\/li>\n
                                      • Allowing the child to use a calculator<\/li>\n
                                      • Waiving points taken for misspelling words<\/li>\n
                                      • Allowing more time for tests<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n
                                      • Overall timeline\n
                                          \n
                                        • A time line is established stating when modifications begin, how often and where they will be provided, and how long they will last<\/li>\n<\/ul>\n<\/li>\n
                                        • Progress measurement\n
                                            \n
                                          • Establishes how school personnel will measure the child\u2019s progress toward goals of the IEP<\/li>\n
                                          • Includes both academic and behavior measurements<\/li>\n
                                          • Strategies, supports and positive interventions assist with behavior concerns\n
                                              \n
                                            • Provide visual aids with appropriate behaviors<\/li>\n
                                            • Have clear and easy to understand expectations<\/li>\n
                                            • Work toward a goal if behavior expectations are met<\/li>\n
                                            • Clearly state rules and consequences<\/li>\n
                                            • Follow through on the consequences<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n","protected":false},"author":142000,"menu_order":6,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-260","chapter","type-chapter","status-publish","hentry"],"part":1272,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/260","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/users\/142000"}],"version-history":[{"count":1,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/260\/revisions"}],"predecessor-version":[{"id":261,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/260\/revisions\/261"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/parts\/1272"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/260\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/media?parent=260"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapter-type?post=260"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/contributor?post=260"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/license?post=260"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}