A beginner's guide to understanding and writing an iep in Pennsylvania
AUTHOR'S NOTE - I have been a teacher for about four years but previously worked with Special Needs populations in an educational setting for over 20 years. Although I have had experience understanding and using IEP's over the years, this is my first job in which I had to write them. I hope to provide a beginners view and to understanding the IEP process. Honestly, understanding the IEP process was very tough for me to in the beginning of this year, but with the help of my supervisor and fellow teachers, I am now able to understand this a lot better. But to be fair, the more I understand the less I feel I know. It's a lot of information. Stay calm, work hard, and you will be fine. This guide will be full of concrete advice as well as include my notes on the process I have gone through. This is meant to try to help anyone taking with understanding the IEP process, and help them take it step by step, while remembering it will take time to learn, but you'll get there. This guide is designed for parents, teachers, and student's trying to navigate the IEP process for the first time. I will only cover the basics to keep it simple. For more advanced parts of the IEP process I will provide links or documents.
UnderstanDing educational jargon
AUTHOR'S NOTE - Before we begin this process there will be a lot of educational jargon (language) used that you may not understand. To be honest I don't understand all of the terms. I have attached a link to a document that defines and breaks down all of the jargon. Please refer to this whenever you don't know a term or acronym. https://www.whsd.net/docs/userfiles/12267/my%20files/glossary%20for%20parents%20and%20educators.pdf?id=203051
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Sections of the IEP
We will break down the sections of an IEP and only include the basics. I have edited the document to make it simpler to navigate. The information is taken from a state guide and can be downloaded here. https://www.pattan.net/Forms/Individualized-Education-Program-IEP-Annotated-1
IEP Team Meeting Date/IEP Implementation Date/Anticipated Duration of Services and Programs
IEP Team Meeting Date: Write the date that the IEP team meeting is held. An IEP team meeting is to occur no less than once per calendar year and is conducted within 30 calendar days of a determination that the student needs special education and related services
IEP Implementation Date (Projected Date when Services and Programs Will Begin): Write the first day the student will begin to receive the supports and services described in this IEP. IEPs must be implemented as soon as possible but no later than 10 SCHOOL days after the final IEP is presented to the parent.
The LEA must have an IEP in effect for each student with a disability at the beginning of each school year. I
Anticipated Duration of Services and Programs: Write the last day that the student will receive the services and programs of this IEP. This date must be one day less than a year from the team meeting date. If the IEP meeting date is 12/14/17, the anticipated duration date must be no later than 12/13/18.
IEP Implementation Date (Projected Date when Services and Programs Will Begin): Write the first day the student will begin to receive the supports and services described in this IEP. IEPs must be implemented as soon as possible but no later than 10 SCHOOL days after the final IEP is presented to the parent.
The LEA must have an IEP in effect for each student with a disability at the beginning of each school year. I
Anticipated Duration of Services and Programs: Write the last day that the student will receive the services and programs of this IEP. This date must be one day less than a year from the team meeting date. If the IEP meeting date is 12/14/17, the anticipated duration date must be no later than 12/13/18.
Complete the demographic items included above. Additional information that the Local Education Agency (LEA) has found to be useful may also be included.
The LEA must ensure that EACH of the following people who work with the student has access to the student’s IEP:
The LEA must ensure that EACH of the following people who work with the student has access to the student’s IEP:
- Regular education teacher(s)
- Special education teacher(s)
- Related service provider(s)
- Any other service provider(s), including paraprofessionals, who are responsible for implementation of the IEP
The LEA must also be sure that each of the people listed above know his/her responsibilities related to implementing the student’s IEP including the specific accommodations, modifications, and supports that must be provided. For a student who is transition age (14 or younger, if determined appropriate by the IEP team) to ensure a coordinated set of activities leading to successful post-school goals, the Anticipated Year of Graduation should be considered when developing IEP section III Transition Services.
IEP TEAM/SIGNATURES
Required IEP Team members:
-Parents
-Not less than one regular education teacher when the student is or may be participating in the regular education environment
-Not less than one special education teacher
-LEA representative
-Someone who can interpret the instructional implications of evaluation results (role may be filled by another IEP team member)
-Others (e.g., community agencies)
-Student, when appropriate
-A teacher of the gifted is required when an IEP is being developed for a student with a disability who is also gifted.
An explanation of some of these members is listed below:
Student: The student must be invited to participate in the IEP meeting if a purpose of the meeting will be the discussion of the student’s postsecondary goals and related transition services. If the student does not attend, the LEA must take other steps to ensure that the student’s preferences and interests are considered.
Career and Tech Ed Rep: With regard to the placement of students with IEPs in vocational programming, faculty from the vocational programs in which students are recommended for placement will participate as members of the IEP team. IEP team meetings, when scheduled by the school district, must give timely notice to the vocational and technical education representative assigned and must be attended by the vocational and technical education representative.
Community Agency Rep: To the extent appropriate and with parental consent, the LEA must invite, after receipt of parental consent, a representative of any participating agency that is likely to be responsible for providing or paying for transition services if the purpose of the IEP meeting is the discussion of the student’s postsecondary goals and related transition services.
Regular Education Teacher: A regular education teacher of the student must participate in the development of the IEP of the student, including the determination of appropriate positive behavioral interventions and supports and other strategies for the student and supplementary aids and services, program modifications, and support for school personnel. A regular education teacher is a required member of the IEP team when the student is or may be participating in the regular education classroom.
Written input received from the following members: This section is used to document the names of the IEP team members who were excused from the IEP Team meeting and submitted information to the IEP team in writing before the meeting as well as information received in writing from other school personnel. Excusal from attendance applies only to the following team members: Regular education teacher, special education teacher, LEA representative, and other individual who can interpret implications of evaluation results. Excusal is agreed upon via the Parent Consent to Excuse Members from Attending the IEP Team Meeting form. If an IEP team member has been excused he/she is not to sign that they have attended.
-Parents
-Not less than one regular education teacher when the student is or may be participating in the regular education environment
-Not less than one special education teacher
-LEA representative
-Someone who can interpret the instructional implications of evaluation results (role may be filled by another IEP team member)
-Others (e.g., community agencies)
-Student, when appropriate
-A teacher of the gifted is required when an IEP is being developed for a student with a disability who is also gifted.
An explanation of some of these members is listed below:
Student: The student must be invited to participate in the IEP meeting if a purpose of the meeting will be the discussion of the student’s postsecondary goals and related transition services. If the student does not attend, the LEA must take other steps to ensure that the student’s preferences and interests are considered.
Career and Tech Ed Rep: With regard to the placement of students with IEPs in vocational programming, faculty from the vocational programs in which students are recommended for placement will participate as members of the IEP team. IEP team meetings, when scheduled by the school district, must give timely notice to the vocational and technical education representative assigned and must be attended by the vocational and technical education representative.
Community Agency Rep: To the extent appropriate and with parental consent, the LEA must invite, after receipt of parental consent, a representative of any participating agency that is likely to be responsible for providing or paying for transition services if the purpose of the IEP meeting is the discussion of the student’s postsecondary goals and related transition services.
Regular Education Teacher: A regular education teacher of the student must participate in the development of the IEP of the student, including the determination of appropriate positive behavioral interventions and supports and other strategies for the student and supplementary aids and services, program modifications, and support for school personnel. A regular education teacher is a required member of the IEP team when the student is or may be participating in the regular education classroom.
Written input received from the following members: This section is used to document the names of the IEP team members who were excused from the IEP Team meeting and submitted information to the IEP team in writing before the meeting as well as information received in writing from other school personnel. Excusal from attendance applies only to the following team members: Regular education teacher, special education teacher, LEA representative, and other individual who can interpret implications of evaluation results. Excusal is agreed upon via the Parent Consent to Excuse Members from Attending the IEP Team Meeting form. If an IEP team member has been excused he/she is not to sign that they have attended.
SEcTION 1 - SPECIAL CONSIDERATIONS THE IEP TEAM MUST CONSIDER BEFORE DEVELOPING THE IEP
There are multiple plans that have to be completed based on five different questions which are not all listed here but can be downloaded above.
AUTHOR'S NOTE - The above sections are the most straightforward of the IEP document. The next sections are much more involved and will take much more time.
section 2 - PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
AUTHOR'S NOTE - This section will take a lot of time but is pretty straight forward. I will break it down as simple as possible. This section takes the most time and once it's done the rest of the IEP will be much easier to understand and complete. The Present Levels I have found to take the most time in the IEP document. There are many important pieces such as IEP goals that must all be connected here.
This section provides a summary of the student’s performance in his/her current educational program and indicates the student’s instructional and functional levels. It includes information regarding classroom performance and the results of any academic achievement or functional performance assessments that have been administered. Information contained in this section provides baseline data for developing the IEP and writing measurable annual goals. The information in this section should consider the most recent results of the initial Evaluation Report or Reevaluation Report, results of curriculum-based assessments, concerns of the parents for enhancing the education of their child, and results of ongoing progress monitoring. The information should be stated in clear and concrete terminology. Any special considerations identified in Section I of the IEP must be addressed in this section.
General information on completing this section follows:
The method for determining the instructional level should relate to day-to-day instruction and include a description of the student’s performance in all relevant areas and subjects.
If the student is currently receiving special education services, information about the student’s progress toward his/her annual goals must be included.
If the student has limited English proficiency, a statement of native language performance and of English proficiency level should be included here.
For a student who is transition age (14 or younger, if appropriate, during this IEP), based upon age appropriate transition assessments, the IEP must include information about the student’s needs, strengths, interests and preferences as they relate to the student’s post school goals.
Present levels of academic achievement: Present levels of ACADEMIC achievement refer to how the student is performing within the general education curriculum, including reading, writing, and mathematics. Describe how the student is progressing within the general education curriculum in relation to his/her peers and state-approved grade level standards. Include current instructional levels, description of permanent products, and work completion. Describe classroom strategies or interventions applied and their results. Describe any additional or alternative instructional materials, instructional time or personnel.
Present levels of functional performance: This section includes information regarding classroom performance and the results of any functional assessments that have been administered. Include current functional levels and strengths and needs that may be developmental. Functional performance is related to activities of daily living, such as hygiene, dressing, basic consumer skills, community-based instruction, etc. Functional performance may also be defined as the ability to access public transportation, social/emotional learning skills or behavioral difficulties, and the consideration of personal safety and socially appropriate behavior.
Present levels related to current postsecondary transition goals: This section should provide a concise description of the student’s current Academic Achievement and Functional Performance based on age appropriate assessments related to the student’s targeted postsecondary goals if the IEP team determines that transition services are needed. Examples of formal or informal assessments that may be listed and explained in this section include: SATs, interest inventories, vocational evaluations, career surveys, as well as academic and functional assessments.
Parental concerns for enhancing the education of the student: A discussion about the parents’ concerns for enhancing their child’s education is to take place during the IEP Team meeting. The results of that discussion are documented in this section of the IEP. How the student’s disability affects involvement and progress in the general education curriculum: This section should include statements about the student’s progress in the general education curriculum (regardless of where the student currently receives services, he or she should be involved in the general education curriculum (State Standards, Assessment Anchors, Eligible Content, or Alternate Eligible Content), and how he/she is accessing the general education curriculum with or without modifications, adaptations, and support services.
Strengths/Academic, developmental, and functional needs related to student’s disability: In this section, the IEP team will describe or list what the student does well (i.e., strengths). In addition, the IEP team needs to describe the specific needs of the student related to the student’s disability and how the disability may make involvement and progress in the general education curriculum and in all grade level standards challenging. This section will also describe kinds of specialized support and service that are necessary for the student to access and make progress in the general education curriculum in the regular education class.
For a student who is transition age (14 or younger, if appropriate, during this IEP), the IEP must also include information about the student’s needs, taking into account the student’s strengths, interests and preferences and includes the development of post school goals. All needs identified by the IEP team must be addressed in subsequent sections of the IEP . Information in this section will provide for any services included in the IEP .
Gifted: For a student with a disability who is also gifted, present levels of educational performance must be listed. This is to include a summary of the information contained in sections I, II, and III of the student’s Gifted Written Report.
Examples of information that may be included are:
Summary of performance in current educational program
Instructional levels
Specific aptitudes and abilities
Rates of acquisition and retention
Interests-strengths-needs
Creativity assessment
Problem solving and higher-level thinking skills
Social/emotional needs
Behaviors that impede learning:
When behavior is determined to be a special consideration, Functional Behavior Assessment (FBA) data should be included here. FBA identifies the problem behavior(s), the likely recurring consequence, and conditions that reliably precede the occurrence of the problem behavior.
Archival Data: Review of office discipline referrals; Academic performance levels in reading, writing, and math performance
Indirect Assessment: Student interview; teacher interviews; parent interviews
Direct Assessment: Observation during academic and nonacademic activities; Observation when behavior problem occurs and does not occur.
General information on completing this section follows:
The method for determining the instructional level should relate to day-to-day instruction and include a description of the student’s performance in all relevant areas and subjects.
If the student is currently receiving special education services, information about the student’s progress toward his/her annual goals must be included.
If the student has limited English proficiency, a statement of native language performance and of English proficiency level should be included here.
For a student who is transition age (14 or younger, if appropriate, during this IEP), based upon age appropriate transition assessments, the IEP must include information about the student’s needs, strengths, interests and preferences as they relate to the student’s post school goals.
Present levels of academic achievement: Present levels of ACADEMIC achievement refer to how the student is performing within the general education curriculum, including reading, writing, and mathematics. Describe how the student is progressing within the general education curriculum in relation to his/her peers and state-approved grade level standards. Include current instructional levels, description of permanent products, and work completion. Describe classroom strategies or interventions applied and their results. Describe any additional or alternative instructional materials, instructional time or personnel.
Present levels of functional performance: This section includes information regarding classroom performance and the results of any functional assessments that have been administered. Include current functional levels and strengths and needs that may be developmental. Functional performance is related to activities of daily living, such as hygiene, dressing, basic consumer skills, community-based instruction, etc. Functional performance may also be defined as the ability to access public transportation, social/emotional learning skills or behavioral difficulties, and the consideration of personal safety and socially appropriate behavior.
Present levels related to current postsecondary transition goals: This section should provide a concise description of the student’s current Academic Achievement and Functional Performance based on age appropriate assessments related to the student’s targeted postsecondary goals if the IEP team determines that transition services are needed. Examples of formal or informal assessments that may be listed and explained in this section include: SATs, interest inventories, vocational evaluations, career surveys, as well as academic and functional assessments.
Parental concerns for enhancing the education of the student: A discussion about the parents’ concerns for enhancing their child’s education is to take place during the IEP Team meeting. The results of that discussion are documented in this section of the IEP. How the student’s disability affects involvement and progress in the general education curriculum: This section should include statements about the student’s progress in the general education curriculum (regardless of where the student currently receives services, he or she should be involved in the general education curriculum (State Standards, Assessment Anchors, Eligible Content, or Alternate Eligible Content), and how he/she is accessing the general education curriculum with or without modifications, adaptations, and support services.
Strengths/Academic, developmental, and functional needs related to student’s disability: In this section, the IEP team will describe or list what the student does well (i.e., strengths). In addition, the IEP team needs to describe the specific needs of the student related to the student’s disability and how the disability may make involvement and progress in the general education curriculum and in all grade level standards challenging. This section will also describe kinds of specialized support and service that are necessary for the student to access and make progress in the general education curriculum in the regular education class.
For a student who is transition age (14 or younger, if appropriate, during this IEP), the IEP must also include information about the student’s needs, taking into account the student’s strengths, interests and preferences and includes the development of post school goals. All needs identified by the IEP team must be addressed in subsequent sections of the IEP . Information in this section will provide for any services included in the IEP .
Gifted: For a student with a disability who is also gifted, present levels of educational performance must be listed. This is to include a summary of the information contained in sections I, II, and III of the student’s Gifted Written Report.
Examples of information that may be included are:
Summary of performance in current educational program
Instructional levels
Specific aptitudes and abilities
Rates of acquisition and retention
Interests-strengths-needs
Creativity assessment
Problem solving and higher-level thinking skills
Social/emotional needs
Behaviors that impede learning:
When behavior is determined to be a special consideration, Functional Behavior Assessment (FBA) data should be included here. FBA identifies the problem behavior(s), the likely recurring consequence, and conditions that reliably precede the occurrence of the problem behavior.
Archival Data: Review of office discipline referrals; Academic performance levels in reading, writing, and math performance
Indirect Assessment: Student interview; teacher interviews; parent interviews
Direct Assessment: Observation during academic and nonacademic activities; Observation when behavior problem occurs and does not occur.
section 3 - TRANSITION SERVICES and post school goals
Transition services must begin no later than the first IEP to be in effect when the student turns 14 or younger, if determined appropriate by the IEP team, and updated annually.
The student's IEP must contain appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. Postsecondary goals are a vital part of the IEP. The transition section of the IEP must contain courses of study needed to assist the student in reaching postsecondary goals.
Courses of study is a list of the content areas in which the student receives instruction during the school day, and are intended to assist the student in reaching postsecondary goals. Include, if appropriate, a statement of the interagency responsibilities or any needed linkages that must be developed for each student beginning at age 14, or younger if determined appropriate by the IEP team. Transition services and courses of study must be updated annually and included in the Student's Transition Services section of the IEP.
The IEP team must consider post school goals for the student in the areas of postsecondary education and training, postsecondary employment, and independent living (when appropriate). It is possible to include the postsecondary goals of education/training, employment and, if applicable, independent living into one postsecondary goal statement.
For information about postsecondary transition planning and for more examples of measurable post school goals, visit the National Technical Assistance Center on Transition website at: http://www.transitionta.org
The IEP team should document that at least one measurable annual goal has been developed for the postsecondary goal areas by circling YES in the box next to the goal. The measurable annual goal would be further developed in section V of the IEP to include short-term objectives, if appropriate, how student progress will be measured and when reports on student progress will be provided to the parent.
AUTHOR'S NOTE - More Information on Post Secondary Education and Training Goals can be found on the original document. https://www.pattan.net/Forms/Individualized-Education-Program-IEP-Annotated-1
This section can feel overwhelming so take time to breathe and take breaks when needed.
TIME SAVING - Author's Note
One thing that I figured out in doing section 2 Page 1 of 3. The Pa. IEP Writer has a function in which you can add an image. When I first started doing IEP's, I manually typed in all the testing information and that section would take hours as I would also make information tables similar to the information tables in the Re-evaluation document. I figured out I can take the table and do a screenshot and place it in IEP writer and save a lot of time. All you have to do is drag it in and resize it to fit the rest of the information you have in that section. If you have any questions about this contact me with the contact info on the last page.
The student's IEP must contain appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. Postsecondary goals are a vital part of the IEP. The transition section of the IEP must contain courses of study needed to assist the student in reaching postsecondary goals.
Courses of study is a list of the content areas in which the student receives instruction during the school day, and are intended to assist the student in reaching postsecondary goals. Include, if appropriate, a statement of the interagency responsibilities or any needed linkages that must be developed for each student beginning at age 14, or younger if determined appropriate by the IEP team. Transition services and courses of study must be updated annually and included in the Student's Transition Services section of the IEP.
The IEP team must consider post school goals for the student in the areas of postsecondary education and training, postsecondary employment, and independent living (when appropriate). It is possible to include the postsecondary goals of education/training, employment and, if applicable, independent living into one postsecondary goal statement.
For information about postsecondary transition planning and for more examples of measurable post school goals, visit the National Technical Assistance Center on Transition website at: http://www.transitionta.org
The IEP team should document that at least one measurable annual goal has been developed for the postsecondary goal areas by circling YES in the box next to the goal. The measurable annual goal would be further developed in section V of the IEP to include short-term objectives, if appropriate, how student progress will be measured and when reports on student progress will be provided to the parent.
AUTHOR'S NOTE - More Information on Post Secondary Education and Training Goals can be found on the original document. https://www.pattan.net/Forms/Individualized-Education-Program-IEP-Annotated-1
This section can feel overwhelming so take time to breathe and take breaks when needed.
TIME SAVING - Author's Note
One thing that I figured out in doing section 2 Page 1 of 3. The Pa. IEP Writer has a function in which you can add an image. When I first started doing IEP's, I manually typed in all the testing information and that section would take hours as I would also make information tables similar to the information tables in the Re-evaluation document. I figured out I can take the table and do a screenshot and place it in IEP writer and save a lot of time. All you have to do is drag it in and resize it to fit the rest of the information you have in that section. If you have any questions about this contact me with the contact info on the last page.
section 4 - PARTICIPATION IN STATE AND LOCAL ASSESSMENTS
The Pennsylvania Department of Education has adopted the PA Core Standards in English Language Arts (ELA) and Math. Assessments must be aligned with the PA Core Standards in ELA and Math or PA Academic Standards in Science. The Keystone Exams replace the grade 11 PSSA for accountability purposes. There are three Keystone exams – Algebra I, Biology I and Literature. All students with disabilities, except those students taking the PASA, are required to take the Keystone Exams. Keystone Exams should be administered as end of course assessments for Algebra I, Biology, and Literature. All students must participate in an assessment for accountability purposes no later than the 11th grade. Students with disabilities must be included in the local assessment system, with appropriate accommodations, when necessary. All accommodations deemed necessary by the IEP team must be documented in the student’s IEP.
PASA (Administered in grades 3-8, 11 for English Language Arts (ELA) and Math; Grades 4, 8, 11 for Science) Student will participate in the PASA: The IEP team must review each of Pennsylvania’s six eligibility criteria to determine participation in the PASA.
PASA (Administered in grades 3-8, 11 for English Language Arts (ELA) and Math; Grades 4, 8, 11 for Science) Student will participate in the PASA: The IEP team must review each of Pennsylvania’s six eligibility criteria to determine participation in the PASA.
- Will the student be in grade 3,4,5,6,7,8, or 11 by September 1st of the school year during which the IEP will be operative?
- Does the student have significant cognitive disabilities? Pennsylvania defines significant cognitive disabilities as pervasive and global in nature, affecting student learning in all academic content areas, as well as adaptive behaviors and functional skills across life domains.
- Does the student require intensive, direct, and repeated instruction in order to learn and generalize academic, functional, and adaptive behavior skills across multiple settings?
- Does the student require extensive adaptations and support in order to perform and/or participate meaningfully and productively in the everyday life activities of integrated school, home, community, and work environments?
- Does the student require substantial modifications to the general education curriculum?
- Does the student’s participation in the general education curriculum differ substantially in form and/or substance from that of most other students? Students found eligible to take the PASA must have measurable annual goals AND short-term objectives reflected in the IEP
Section 5 - goals and objectives
The Individuals with Disabilities Education Improvement Act of 2004 and the Every Student Succeeds Act (ESSA) mandates that students, including those with disabilities, must have access to the general education curriculum and participate in the statewide assessment system. As a result. Pennsylvania has established academic standards.
In order to comply with the above-mentioned requirement, schools in Pennsylvania have aligned the PA Core Standards and Academic Standards, Assessment Anchors, Eligible Content or Alternate Eligible Content to curriculum, thus ensuring the direct connection of what children must know and be able to do with what children are taught (the curriculum). A tool to help with curriculum alignment is the Standards- Aligned System. This can be accessed at www.pdesas.org
The IEP specifies learning goals for students with disabilities and should be based on or referenced to PA Core Standards for Math and ELA, and the PA Academic Standards in Science.
Measurable Annual Goal:
Annual goals, including academic and functional goals, are statement in measurable terms that describe what reasonable expectations can be accomplished within a twelve-month period.
A measurable goal must contain:
There must be a direct relationship between the annual goals and the present levels of academic achievement and functional performance. Annual goals are required for areas that are directly affected by the student’s disability.
Describe HOW the student’s progress toward meeting this goal will be measured: The IEP team must decide how the annual goals will be measured. Goals can be measured through formal or informal assessment tools such as:
Short-term objectives/benchmarks provide a mechanism for determining whether the student is progressing during the year to ensure that the IEP is consistent with the student’s instructional needs, and if appropriate, to revise the IEP. The team may indicate the expected level of achievement, using for example, a percentage score, number of correct responses, etc. The method of evaluation may also be indicated on the IEP by listing specific ways achievement will be measured.
The IEP team may decide to include short-term objectives on any student’s IEP, not just for those who are taking alternate assessments aligned to Alternate Eligible Content. Short-term objectives/benchmarks should include the same components as an annual goal:
• Condition
AUTHOR'S NOTE - I have found this section to be the most stressful, but if you can get a lot of feedback from teachers, parents, and the student, it's more manageable. There is an art to writing good measurable IEP goals. Make sure to take your time and keep refining this process. It's really the core of a good IEP. Without well written goals, it's hard to really guide the IEP process.
In order to comply with the above-mentioned requirement, schools in Pennsylvania have aligned the PA Core Standards and Academic Standards, Assessment Anchors, Eligible Content or Alternate Eligible Content to curriculum, thus ensuring the direct connection of what children must know and be able to do with what children are taught (the curriculum). A tool to help with curriculum alignment is the Standards- Aligned System. This can be accessed at www.pdesas.org
The IEP specifies learning goals for students with disabilities and should be based on or referenced to PA Core Standards for Math and ELA, and the PA Academic Standards in Science.
Measurable Annual Goal:
Annual goals, including academic and functional goals, are statement in measurable terms that describe what reasonable expectations can be accomplished within a twelve-month period.
A measurable goal must contain:
- Condition: The condition (situation, setting, or given material) under which the behavior is to be performed.
- The student’s name.
- Clearly defined behavior: The specific action the student will be expected to perform.
- The performance criteria desired: The level the student must demonstrate for mastery, the number of times the student must demonstrate the skill for mastery, and how frequently the teacher assesses the student’s mastery of the skill.
There must be a direct relationship between the annual goals and the present levels of academic achievement and functional performance. Annual goals are required for areas that are directly affected by the student’s disability.
Describe HOW the student’s progress toward meeting this goal will be measured: The IEP team must decide how the annual goals will be measured. Goals can be measured through formal or informal assessment tools such as:
- Math/Reading probes
- Rubrics
- Teacher-made tests
- Checklists
- Inventories
Short-term objectives/benchmarks provide a mechanism for determining whether the student is progressing during the year to ensure that the IEP is consistent with the student’s instructional needs, and if appropriate, to revise the IEP. The team may indicate the expected level of achievement, using for example, a percentage score, number of correct responses, etc. The method of evaluation may also be indicated on the IEP by listing specific ways achievement will be measured.
The IEP team may decide to include short-term objectives on any student’s IEP, not just for those who are taking alternate assessments aligned to Alternate Eligible Content. Short-term objectives/benchmarks should include the same components as an annual goal:
• Condition
- Student’s name
- Clearly defined behavior AND
- Performance criteria
AUTHOR'S NOTE - I have found this section to be the most stressful, but if you can get a lot of feedback from teachers, parents, and the student, it's more manageable. There is an art to writing good measurable IEP goals. Make sure to take your time and keep refining this process. It's really the core of a good IEP. Without well written goals, it's hard to really guide the IEP process.
Section 6 - SPECIAL EDUCATION / RELATED SERVICES/ SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS
Modification/SDI: Special education means specially designed instruction (SDI), at no cost to the parents, to meet the unique needs of a student with a disability. Specially designed instruction means adapting, as appropriate, the content, methodology, or delivery of instruction to address the unique needs of the student that result from the student’s disability and to ensure access of the student to the general education curriculum so that he or she can meet the educational standards.
Supplementary Aids and Services: Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable students with disabilities to be educated with non-disabled students to the maximum extent appropriate.
AUTHOR'S NOTE - All information applying to gifted students is found in the main document.
RELATED SERVICES - List the services that the student needs in order to benefit from or access his/her special education program. Some examples of related services Includes: Refer to 34 CFR § 300.34 Related Services
School personnel who provide support to a student with a disability may need assistance in implementing the IEP . This section provides an opportunity for the team to discuss and articulate those specific supports or training necessary for school personnel to provide FAPE.
This could include:
Aids, Resource materials, Training; or Equipment.
GIFTED SUPPORT SERVICES FOR A STUDENT IDENTIFIED AS GIFTED WHO ALSO IS IDENTIFIED AS A STUDENT WITH A DISABILITY - Support services are required to assist a gifted student to benefit from gifted education (e.g., psychological services, parent counseling and education, counseling services, transportation to and from gifted programs to classrooms in buildings operated by the school district).
EXTENDED SCHOOL YEAR (ESY)
At each IEP meeting for a student with disabilities, the LEA must determine whether the student is eligible for ESY services and if so, make subsequent determinations about the services to be provided. The IEP team must indicate whether the student is eligible or is not eligible for ESY, and the basis for the determination. This determination must be made even if the student’s parents have not specifically requested that their child be evaluated for ESY programming.
In considering whether a student is eligible for ESY services, the IEP team must consider the factors below. However, no one factor by itself can be used to determine eligibility for ESY services. The child may be eligible by meeting just one of the criteria, but all seven factors must be considered by the IEP team.
Supplementary Aids and Services: Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable students with disabilities to be educated with non-disabled students to the maximum extent appropriate.
- Supplementary aids and services are to be based on peer-reviewed research to the extent practicable.
- Supplementary aids and services should be:
- Available to all students who need them
- Designed to provide meaningful educational benefit
- Provided in a manner that avoids stigmatizing students
AUTHOR'S NOTE - All information applying to gifted students is found in the main document.
RELATED SERVICES - List the services that the student needs in order to benefit from or access his/her special education program. Some examples of related services Includes: Refer to 34 CFR § 300.34 Related Services
- Transportation Audiology services Psychological Services Physical Therapy Occupational Therapy Counseling Services School Health Services School Work Services
- Mental Health Services provided by other than IU/SD
- Parent Counseling, Training
- Speech and Language Pathology/Therapy Behavior Intervention Program
- Assistive Technology Devices and Services Rehabilitation Counseling
- Interpreting Services
- Orientation and Mobility Services Other
School personnel who provide support to a student with a disability may need assistance in implementing the IEP . This section provides an opportunity for the team to discuss and articulate those specific supports or training necessary for school personnel to provide FAPE.
This could include:
Aids, Resource materials, Training; or Equipment.
GIFTED SUPPORT SERVICES FOR A STUDENT IDENTIFIED AS GIFTED WHO ALSO IS IDENTIFIED AS A STUDENT WITH A DISABILITY - Support services are required to assist a gifted student to benefit from gifted education (e.g., psychological services, parent counseling and education, counseling services, transportation to and from gifted programs to classrooms in buildings operated by the school district).
EXTENDED SCHOOL YEAR (ESY)
At each IEP meeting for a student with disabilities, the LEA must determine whether the student is eligible for ESY services and if so, make subsequent determinations about the services to be provided. The IEP team must indicate whether the student is eligible or is not eligible for ESY, and the basis for the determination. This determination must be made even if the student’s parents have not specifically requested that their child be evaluated for ESY programming.
In considering whether a student is eligible for ESY services, the IEP team must consider the factors below. However, no one factor by itself can be used to determine eligibility for ESY services. The child may be eligible by meeting just one of the criteria, but all seven factors must be considered by the IEP team.
- Regression--whether the student reverts to a lower level of functioning as evidenced by a measurable decrease in skills or behaviors that occurs as a result of an interruption in educational programming.
- Recoupment--whether the student has the capacity to recover the skills or behavior patterns in which regression occurred to a level demonstrated prior to the interruption of educational programming.
section 7 - EDUCATIONAL PLACEMENT
A. QUESTIONS FOR IEP TEAM
It is the responsibility of each public agency to ensure that to the maximum extent appropriate student with disabilities, including those in public or private institutions or other care facilities are educated with students who are not disabled. Special classes, separate schooling or other removal of students with disabilities from the general educational environment occurs only when the nature or severity of the disability is such that education in general education classes, EVEN WITH the use of supplementary aids and services, cannot be achieved satisfactorily.
▪ What supplementary aids and services were considered? What supplementary aids and services were rejected? Explain why the supplementary aids and services will or will not enable the student to make progress on the goals and objectives (if applicable) in this IEP in the education class.
▪ What benefits are provided in the general education class with supplementary aids and services versus the benefits provided in the special education class?
▪ What potentially beneficial effects and/or harmful effects might be expected on the student with disabilities or the other students in the class, even with supplementary aids and services?
▪ To what extent, if any, will the student participate with non-disabled peers in extracurricular activities or other nonacademic activities?
These questions must be reviewed and discussed by the IEP team as they begin to determine the student’s educational placement. It is important to remember that the student’s parents must be part of any group that makes decisions on the educational placement of their child. The purpose for reviewing and discussing these questions is to ensure that the IEP team has given adequate consideration to placement of this student in the general education classroom with supplementary aids and services, prior to considering removal from the general education classroom.
The IEP team’s discussion of these questions should be reflected in the answers to the next items on the IEP:
Explanation of the extent, if any, to which the student will not participate with students without disabilities in the regular education class, AND
Explanation of the extent, if any, to which the student will not participate with students without disabilities in the regular education curriculum
Supplementary Aids and Services are defined as aids, services, and other supports that are provided in regular education classes, other education- related settings, and in extracurricular and nonacademic settings, to enable students with disabilities to be educated with non-disabled students to the maximum extent appropriate. The purpose of providing supplementary aids and services is to support students with disabilities as active learners and participants with non-disabled peers as well as to enable their access to the general curriculum.
The Supplementary Aids and Services Fact Sheet provides a framework of four categories of supplementary aids and services as well as illustrative examples from each of the four categories: Collaborative Practices, Instruction, Physical, and Social-Behavioral. This document is available at www.pattan.net
B. TYPE OF SUPPORT
1. Amount of special education supports
Itinerant: Special education supports and services provided by special education personnel for 20% or less of the school day
Supplemental: Special education supports and services provided by special education personnel for more than 20% of the day but less than 80% of the school day
Full-Time: Special education supports and services provided by special education personnel for 80% or more of the school day
*AUTHOR'S NOTE - This can be found be looking through a student's classes and determining this if the student has any corrective classes or resource classes. I also find the wording on determining percentage to be tough. There has to be a better way to say more than 20% percent and less than 80% of the day.
2. Type of special education supports
The chronological age ranges of the students in a particular class must not exceed three years for grades K-6 and four years in grades 7-12.
A student may receive more than one type of support. For example, a student may receive supplemental autistic support, itinerant speech and language support and itinerant emotional support. The total amount of support is checked for Amount of Special Education Supports. The types of special education supports are then checked for this section
Charter and cyber charter schools are not bound by the terms used for amount and type of special education supports. Charter and cyber charter schools may choose to use this language, or can describe the student’s special education services in other ways. The IEP should add “Gifted Support” if it applies to the student for whom the IEP is being written.
C. Location of student’s program
The IEP team is to list the name of the school district where the IEP will be implemented as well as the school building where the IEP will be implemented. The IEP team must also check if the school building listed is the student’s neighborhood school.
The first consideration for placement of the student is always the student’s neighborhood school, which is the school the student would attend if he/she did not have an IEP. If the student’s placement is not in the neighborhood school, the IEP team must indicate the reason. The first option is that the required special education supports and services cannot be provided in the neighborhood school. The next option is, “Other.” If “Other” is chosen an explanation must be provided.
It is the responsibility of each public agency to ensure that to the maximum extent appropriate student with disabilities, including those in public or private institutions or other care facilities are educated with students who are not disabled. Special classes, separate schooling or other removal of students with disabilities from the general educational environment occurs only when the nature or severity of the disability is such that education in general education classes, EVEN WITH the use of supplementary aids and services, cannot be achieved satisfactorily.
▪ What supplementary aids and services were considered? What supplementary aids and services were rejected? Explain why the supplementary aids and services will or will not enable the student to make progress on the goals and objectives (if applicable) in this IEP in the education class.
▪ What benefits are provided in the general education class with supplementary aids and services versus the benefits provided in the special education class?
▪ What potentially beneficial effects and/or harmful effects might be expected on the student with disabilities or the other students in the class, even with supplementary aids and services?
▪ To what extent, if any, will the student participate with non-disabled peers in extracurricular activities or other nonacademic activities?
These questions must be reviewed and discussed by the IEP team as they begin to determine the student’s educational placement. It is important to remember that the student’s parents must be part of any group that makes decisions on the educational placement of their child. The purpose for reviewing and discussing these questions is to ensure that the IEP team has given adequate consideration to placement of this student in the general education classroom with supplementary aids and services, prior to considering removal from the general education classroom.
The IEP team’s discussion of these questions should be reflected in the answers to the next items on the IEP:
Explanation of the extent, if any, to which the student will not participate with students without disabilities in the regular education class, AND
Explanation of the extent, if any, to which the student will not participate with students without disabilities in the regular education curriculum
Supplementary Aids and Services are defined as aids, services, and other supports that are provided in regular education classes, other education- related settings, and in extracurricular and nonacademic settings, to enable students with disabilities to be educated with non-disabled students to the maximum extent appropriate. The purpose of providing supplementary aids and services is to support students with disabilities as active learners and participants with non-disabled peers as well as to enable their access to the general curriculum.
The Supplementary Aids and Services Fact Sheet provides a framework of four categories of supplementary aids and services as well as illustrative examples from each of the four categories: Collaborative Practices, Instruction, Physical, and Social-Behavioral. This document is available at www.pattan.net
B. TYPE OF SUPPORT
1. Amount of special education supports
Itinerant: Special education supports and services provided by special education personnel for 20% or less of the school day
Supplemental: Special education supports and services provided by special education personnel for more than 20% of the day but less than 80% of the school day
Full-Time: Special education supports and services provided by special education personnel for 80% or more of the school day
*AUTHOR'S NOTE - This can be found be looking through a student's classes and determining this if the student has any corrective classes or resource classes. I also find the wording on determining percentage to be tough. There has to be a better way to say more than 20% percent and less than 80% of the day.
2. Type of special education supports
- ☐ AutisticSupport
- ☐ Blind-Visually Impaired Support
- ☐ Deaf and Hard of Hearing
- ☐ Support Emotional Support
- ☐ LearningSupport
- ☐ Life Skills Support
- ☐ Multiple Disabilities Support
- ☐ PhysicalSupport
- ☐ Speech and Language Support
The chronological age ranges of the students in a particular class must not exceed three years for grades K-6 and four years in grades 7-12.
A student may receive more than one type of support. For example, a student may receive supplemental autistic support, itinerant speech and language support and itinerant emotional support. The total amount of support is checked for Amount of Special Education Supports. The types of special education supports are then checked for this section
Charter and cyber charter schools are not bound by the terms used for amount and type of special education supports. Charter and cyber charter schools may choose to use this language, or can describe the student’s special education services in other ways. The IEP should add “Gifted Support” if it applies to the student for whom the IEP is being written.
C. Location of student’s program
The IEP team is to list the name of the school district where the IEP will be implemented as well as the school building where the IEP will be implemented. The IEP team must also check if the school building listed is the student’s neighborhood school.
The first consideration for placement of the student is always the student’s neighborhood school, which is the school the student would attend if he/she did not have an IEP. If the student’s placement is not in the neighborhood school, the IEP team must indicate the reason. The first option is that the required special education supports and services cannot be provided in the neighborhood school. The next option is, “Other.” If “Other” is chosen an explanation must be provided.
Section 8 - PENNDATA REPORTING: Educational Environment
First calculate the percentage of time inside the regular classroom, divide the number of hours the student spends inside the regular classroom by the total number of hours in the school day (including lunch, recess, study periods). The result is then multiplied by 100.
SECTION A: For Students Educated in Regular School Buildings with Non Disabled Peers – Indicate the Percentage of time INSIDE the regular classroom for this student:
Time spent outside the regular classroom receiving services unrelated to the student’s disability (e.g., time receiving ESL services) should be considered time inside the regular classroom. Educational time spent in age-appropriate community-based settings that include individuals with and without disabilities, such as college campuses or vocational sites, should be counted as time spent inside the regular classroom.
SECTION B: This section required only for Students Educated Outside Regular School Building for more than 50% of the day - select and indicate the Name of School or Facility on the line corresponding with the appropriate selection.
☐ Approved Private School (Non Residential)
☐ Approved Private School (Residential)
☐ Other Private Facility (Non Residential)
☐ Other Private Facility (Residential)
☐ Other Public Facility (Residential
☐Other Public Facility (Non Residential)
☐Hospital/Homebound
☐Correctional Facility
☐Out of State Facility
☐Instruction Conducted in the Home
Every state is required to provide an annual report of specific data related to the education of students with disabilities to the US Department of Education. In Pennsylvania, these data are gathered through the Penn Data reporting system.
The Penn Data Reporting page of the IEP contains two parts regarding educational placement of the student. The IEP team completes EITHER Section A or Section B.
Section A: The IEP team completes Section A when the student is educated in a regular school building with non-disabled peers. The team must indicate the percentage of time the student spends inside the regular classroom. This calculation requires dividing the number of hours the student spends inside the regular classroom by the total number of hours in a typical school day (including lunch, recess, study periods). The result then is multiplied by 100 to get the percentage of time.
Section B: The IEP team completes Section B only for students educated outside regular school buildings for more than 50% of the day. In completing Section B, the IEP team must select one of the locations listed in Section B and indicate the name of the school or facility on the line corresponding with the appropriate selection. If the student spends less than 50% of the day in one of these locations, the IEP team must instead complete Section A.
SECTION A: For Students Educated in Regular School Buildings with Non Disabled Peers – Indicate the Percentage of time INSIDE the regular classroom for this student:
Time spent outside the regular classroom receiving services unrelated to the student’s disability (e.g., time receiving ESL services) should be considered time inside the regular classroom. Educational time spent in age-appropriate community-based settings that include individuals with and without disabilities, such as college campuses or vocational sites, should be counted as time spent inside the regular classroom.
SECTION B: This section required only for Students Educated Outside Regular School Building for more than 50% of the day - select and indicate the Name of School or Facility on the line corresponding with the appropriate selection.
☐ Approved Private School (Non Residential)
☐ Approved Private School (Residential)
☐ Other Private Facility (Non Residential)
☐ Other Private Facility (Residential)
☐ Other Public Facility (Residential
☐Other Public Facility (Non Residential)
☐Hospital/Homebound
☐Correctional Facility
☐Out of State Facility
☐Instruction Conducted in the Home
Every state is required to provide an annual report of specific data related to the education of students with disabilities to the US Department of Education. In Pennsylvania, these data are gathered through the Penn Data reporting system.
The Penn Data Reporting page of the IEP contains two parts regarding educational placement of the student. The IEP team completes EITHER Section A or Section B.
Section A: The IEP team completes Section A when the student is educated in a regular school building with non-disabled peers. The team must indicate the percentage of time the student spends inside the regular classroom. This calculation requires dividing the number of hours the student spends inside the regular classroom by the total number of hours in a typical school day (including lunch, recess, study periods). The result then is multiplied by 100 to get the percentage of time.
Section B: The IEP team completes Section B only for students educated outside regular school buildings for more than 50% of the day. In completing Section B, the IEP team must select one of the locations listed in Section B and indicate the name of the school or facility on the line corresponding with the appropriate selection. If the student spends less than 50% of the day in one of these locations, the IEP team must instead complete Section A.
- Refer to Guidelines for Calculating Educational Environment for Penn Data Reporting available on the PaTTAN website at www.pattan.net for examples to guide the IEP team in determining educational environment.