The document discusses the components and purpose of an Individualized Education Program (IEP). It defines an IEP as a document that identifies special education support services, accommodations, and goals for students accessing the general education curriculum. The document outlines that an IEP is used to communicate between parents and schools, plan services, and monitor student progress. It also lists the required members that must collaborate on an IEP, including teachers, administrators, related services providers, parents, students, and interpreters. Finally, it provides guidance on defining present levels of performance in an IEP.

1. Special Education 510
1
SPECIAL EDUCATION ASSESSMENT AND
PROGRAM PLANNING
SESSION 5
IEP PRESENT LEVELS
SPED 510 Spring 2012

2. IEP defined
2
 Individualized
 Education
 Program, able to access general ed curriculum
 Defines support services.
 Accommodations and modifications
 Determine and set goals
 Identify Least Restrictive Environment
SPED 510 Spring 2012

3. IEP purpose
3
 Communication vehicle between parent and
school district
 Legal document used to plan together and
solve disputes
 Commitment of the District resources
 Management tool for services
 Compliance and monitoring tool
 Defines process not method
 Expected outcomes not a performance
contract
SPED 510 Spring 2012

4. Required Members
4
 Collaboration and consensus
 General Education teacher
 Special Education teacher
 LEA (local education agency representative)
 Related services
 Parent
 Student
 Interpreter
SPED 510 Spring 2012

5. Define IEP student for assignment
5
 Choose a disability
 Choose a deficit area of areas (A1)
 Determine assessments conducted
 Formal, informal, review of records, observations, parent
interview
 If possible observe or conduct an assessment of some type, ask
school psych, speech or resource teacher
SPED 510 Spring 2012

6. Present Levels of Performance (PLOPS)
6
 Academic and Functional performance
including social and behavior
 Existing evaluation data and most recent
evaluation information
 Progress toward goals(review previous IEP
goals)
IEP
 Assessments conducted for IEP
 Teacher observations and work samples
SPED 510 Spring 2012

7. PLOPs
7
 Written in an easy to understand language
 Assessment results described, not just scores
 Define current functioning
 Not just grades or test results
 Basis for rest of IEP components
SPED 510 Spring 2012

8. PLOPS
8
 Second language information and test results
 Transition assessments and interests
 Parent input and additional information
 Additional services
 Speech, physical education, physical therapy,
occupational therapy, health, vision, hearing, mobility
SPED 510 Spring 2012