1.1. Prepared once the team determines if the student needs special education.
1.2. This summarizes all the information about the student, sets expectations for the students learning, and lists the services that the student will need.
1.3. Central part of any special education students education.
2. Members of IEP Team
2.1. Parents, special education teacher, general education teacher, school district representative, results interpreter, representatives from outside agencies, and the student.
3. The required components of an IEP
3.1. Present level of performance: The students current information. Includes academic achievement, social functioning, behavior, communication skills, physical skills, vocational skills, and others as appropriate.
3.2. Annual Goals: Statements of major accomplishments that are expected of the student for the next 12 months. Goal should be easily measurable.
3.3. Short term objectives/benchmarks: Gives parents and educators a way to gauge the students progress towards helping them reach those annual goals that have been set.
3.4. Special education and related services: Lists what special education services are needed for the student as well as any other additional services.
3.5. Supplementary aides and services: SAS that is needed to support the student within general education.
3.6. Assistive technology: Any technology that may be needed in order to benefit the student.
3.7. Participation with Peers who do not have disabilities: extent of the student being in a general education classroom.
3.8. Accommodations for state or district testing: These are listed. These students may need accommodations that differ from their general education peers.
3.9. Dates and Places: IEP must be specific to dates and places. Like when it becomes effective and how long it lasts.
3.10. Transition Services: Determines if transition services are needed and how they are provided.
3.11. Age of Majority
3.12. Measurement of Progress: Statements about the progress of students in regards of reaching their goals.
3.13. Other Considerations: Any other considerations that may be needed depending on the students needs.
4. Options For Special Education Placements
4.1. General Education: The student learns in a general education classroom. Both the special education teacher and the general education teacher are supporting each other. more than 80% of their school time in general education settings
4.2. Resource Class: A student who is placed in a general education class but has other needs that the resource class provides. Spends most of the time in the general education class, but still spends time in the resource class. general education between 40% and 79% of the school day
4.3. Separate Class: public school for less than 40% of the school day. A special education classroom
4.4. Separate school: School for children with special needs
4.5. Residential Facility: They live here and go to school here. 24 hour services.
5. Due Process
5.1. The clear set of procedures when making important decisions within special education.
6. Life Skills Curriculum
6.1. Teaching the special education students the necessary life skills that are needed to succeed.
7. Peer Tutoring
7.1. A general education peer will work with the special education student by reviewing information or completing tasks with them
7.2. Teachers must implement carefully in order for it to be effective.
8. Task Analysis
8.1. An instructional strategy that enables the teacher to make appropriate decisions about planning instruction.
9. Response to Intervention (RTI)
9.1. RTI was first authorized by IDEA 2004.
9.2. This approach is when the student is given an intervention, the students learning is monitored throughout the intervention to see if their learning accelerates or not.
9.3. This can help to identify the students learning disabilities.
10. Continuous Progress Monitoring
10.1. Part of response to intervention.
10.2. As the student is receiving instruction, data is being collected about the students learning and their progress.
11. Multi-tiered System of Support
11.1. An alternate framework which extends the RTI principles beyond academics.
11.2. Focuses on schoolwide improvement and making sure the school and districts efforts improve the outcomes for students.
11.3. Stresses the importance of special education teachers and general education teachers working together.
11.4. Builds the skills of teachers so that they are capable of teaching interventions.
12. Multi-disciplinary Team
12.1. The students teachers, administrators, specialists, and parents are on this team.
12.2. This team works to assess the students needs, determine if the student is in need of special education, and developing an IEP.
13. The assessment components
13.1. Vision and Hearing Screening: Ensures that the students learning difficulties do not stem from their vision or hearing.
13.2. Intellectual Ability: Assessed with an intelligence test. Informs the team about the students ability to learn.
13.3. Achievement: Individual achievement test. Determines the students current level of learning.
13.4. Social and Behavioral functioning: Use of checklists, observations, questionnaires, etc. to determine if the students social skills of behavior is apart of the suspected disability.
13.5. Developmental History: Learning about family background and the child’s previous experiences in order to better understand the students special needs. Often obtained by the social worker.
13.6. Other areas as needed: Other assessments can be completed depending on the students needs and disability.
14. Intellectual Disability
14.1. Used to be known as Mental Retardation until that was recently changed.
14.2. A disability that deals with the students intelligence.
15. Generalization
15.1. The ability to learn an idea or task then apply it to other situations.
