IRIS Module IEP

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California Baptist University *

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SPE540

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Civil Engineering

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Feb 20, 2024

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Uploaded by MsJay87

Running head: IRIS MODULE: IEPS 1 IRIS Module: IEPs Ashley Erickson California Baptist University

IRIS MODULE: IEPS 2 IRIS Module: IEPs 1. What is an IEP? What purpose does it serve? An individualized education program (IEP) is a collaboratively written contract between teachers, school administration, service professionals, and the student's parents/legal guardians. An IEP serves as a blueprint uniquely developed to meet the eligible students' needs and monitor their progress towards achieving educational goals throughout the school year. "The IEP outlines the student's current level of development, accommodations, modifications, educational goals, special education service, and related services" (IRIS, 2020) that the student will receive to provide quality free appropriate public education. The purpose of an IEP is to provide students with disabilities the support, services, and the least restrictive environment that will give the student the chance to meet challenging and desirable learning outcomes. 2. Explain the difference between procedural requirements and substantive requirements for developing IEPs. How did the Endrew case clarify the substantive standard for IEPs? The difference between procedural requirements and substantive requirements is that procedural requirements focus on creating a technically sound and high-quality IEP, meeting students' needs with disabilities (IRIS, 2019). The procedural requirements follow specific guidelines on how and when the IEP process is supported and includes all necessary components. In comparison, substantive requirements focus on the content of the IEP, wha t is being developed, ensuring meaningful educational benefit by including "reasonably calculated" and measurable goals.

IRIS MODULE: IEPS 3 The Endrew case called for a higher substantive standard, providing students with disabilities their entitlement to a quality education outlined in the IEP. An IEP must meet the student's needs and be "reasonably calculated to enable the child to make progress appropriate in the light of his circumstances" (IRIS, 2019, p.5). The student must have the opportunity to grow and make progress through accomplishing challenging and meaningful goals, while the educational team continuously monitors that progress. 3. Bella is a 7 th grader with a learning disability. Her IEP includes the following PLAAFP statement for reading: Bella reads at the 4th-grade level at approximately 100 wpm (orally). Her oral reading rate includes many incorrect words. When asked comprehension questions about fictional text, she is able to identify broad concepts such as main characters and events. However, she has difficulty identifying main ideas and supporting details in content area texts (e.g., science, social studies). She struggles with abstract concepts, inferences, deductions, and connecting what she has read to real-world examples. a. This is not an example of a high-quality PLAAFP statement. Identify the elements that are missing or incomplete. For those that are incomplete, discuss information that should be included. The PLAAFP statement is missing the elements of students' needs and connection to goals and services. The effects on progress in general education and the baseline information are incomplete. More information is needed to describe how Bella's disability impacts her involvement and progress in the general education curriculum. A more detailed description of Bella's issues with the program should also be

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IRIS MODULE: IEPS 4 included from her difficulties reading and making real-world connections. The inclusion of Bella's reading count of 100wpm does not provide enough information to develop annual goals and services. More monitoring and detailed observations of specific, objective, and measurable data should be included to create a quality PLAAFP. b. Based on the PLAAFP statement, Bella's IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end of the school year.  Does this annual goal contain all of the required elements? If not, identify any missing element(s). o Yes, this annual goal contains the required elements a timeframe, condition, behavior, and criteria. However, it is not well written.  Does this annual goal meet the SMART criteria? Explain your answer. o No, the annual goal does not meet the "R" element in the SMART criteria. The yearly goal should be realistic and practical. According to the PLAAFP, Bella is currently reading at a 4 th grade level at 100wmp with many errors. A more reasonable goal would be: When given a textbook passage at the 4 th -grade level, Bella will read aloud at a rate of 100 words correct per minute by the end of the school year.  Is this annual goal sufficient to meet all of Bella's needs in reading? Justify your answer.

IRIS MODULE: IEPS 5 o No, the goal only addresses the rate at which Bella reads. It does not meet her needs to identify main ideas, support content, and connect concepts to real-world examples. c. Bella's IEP team is ready to develop the statement of the individualized services and supports for her IEP. List and briefly describe the six elements that should be included in this statement. The six elements of the individualized services and supports should include a description of the special education services, related services, supplementary aids and services, program modifications, and support for school personnel to help Bella make progress in the general education classroom and meet her goals. The services and supports should also include any training school staff may need to help Bella with specific equipment or accommodations. The services and supports need to state the frequency or how often the services will occur, the services' duration, a location where the services will be held, and a start and end time the service will take place. 4. Explain the importance of monitoring a student's progress toward meeting his or her IEP goals and reporting that progress to the parents. The importance of monitoring a student's progress toward meeting his or her IEP goals is because it allows the IEP team to determine if the IEP developed is appropriate in addressing the student's needs. If the data collected shows a student is not making progress, the team can quickly make changes in the environment or educational approach to help the student progress. It is essential to report the student's progress to parents

IRIS MODULE: IEPS 6 because it keeps the, informed on the progress their child is making and have the information needed for making decisions for their child's interest.

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IRIS MODULE: IEPS 7 References The IRIS Center (2019). IEPs: Developing high-quality individualized education programs. Retrieved from https://iris.peabody.vanderbilt.edu/module/iep01/

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