Understanding IEP Elements & Requirements: A Comprehensive Guide

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California State University, Bakersfield *

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6002

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Sociology

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Jun 9, 2024

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pdf

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1. What is an IEP? What purpose does it serve? 1. An IEP is a written plan which outlines the student’s level of development, the student’s annual learning goals, special education services, modifications, and related services. It also monitors and reports the student’s progress toward achieving the student’s goals. 2. Explain the difference between procedural requirements and substantive requirements for developing IEPs. How did the Endrew case clarify the substantive standard for IEPs? 1. Procedural requirements ensure that the IEP process ( the how and when of IEP development) is followed and that the IEP contains all of the IEP (the what of IEP development) is sufficient to enable the student to progress, the student’s progress is monitored, and the changes are made if the student’s progress is not appropriate. 2. An IEP must be reasonably calculated to enable a child to make appropriate progress in light of the child’s circumstances. 3. Bella is a 7th-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. 1. 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. ■ Bella’s IEP team developed the following annual goal based on the PLAAFP statement: When given a textbook passage at the 4.2 grade level, Belaa will read the passage aloud at a rate of 100 wpm by the end of the school year. 2. 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). 1. The PLAAFP statement does not identify the effect that Bella’s disability has on her involvement in the general education curriculum. The statement mentions the reading connection to real-word examples, but it does not discuss the problems present for the student in the curriculum. The statement also doesn’t

mention the annual goals nor the appropriate special education services required to meet the goals that were introduced. ■ Does this annual goal meet the SMART criteria? Explain your answer. 1. The annual goal does not meet the SMART criteria because it does not state the improvement of Bella’s pronunciation of words. 3. 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. ■ Complete, individualized evaluation: all areas of the suspected disability must be assessed while including parental concerns. The results of this assessment must be comprehensive enough to identify all of the student;s relevant academic and functional needs in order to guide future instructional decisions. ■ Free Appropriate Public Education (FAPE): Each eligible student with a disability is entitled to a FAPE that is individualized to meet his or her unique needs and provided in conformity with that student’s IEP. ■ Individualized education Program (IEP): An IEP is a written statement of the special education services provided to meet the unique needs of s student with a disability between the ages of 3 to 21. The IEP is developed in collaboration with the student’s parents. ■ Least Restrictive Environment (LRE): The FAPE is to be provided alongside peers without disabilities in the general education settings to the greatest extent possible. Removal from the general education setting should only occur in instances where the nature or severity of the disability is such that an appropriate education cannot be satisfactorily achieved in that setting. ■ Parent Participation: The most basic of IDEA’s requirements is that parents are full and equal participants with the school district personnel on their child;s IEP team. ■ Procedural safeguards: Parents have additional rights that include : giving informed written consent for their child to be evaluated and to seek an independent evaluation if they feel compelled to do so, access to their child’s educational records, dispute resolution through steps that can include thate complaints, medication, a resolution session and due process hearing, and explanation of these rights in writing and their native language when possible. 4. Explain the importance of monitoring a student’s progress toward meeting his or her IEP goals and reporting that progress to parents 1. It is important to monitor a student’s progress so that the teacher and the parents can make sure that they are on track to meet the student’s goal. Regularly and

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