IRIS Module- IEPs: Developing High-Quality Individualized Education Programs
Objectives for this activity:
Identify the purpose and components of a high-quality IEP
Understand key procedural and substantive requirements of a high-quality IEP
Recognize the most common procedural and substantive errors made by IEP
teams
Describe how a high-quality IEP is developed around the unique needs of each
student
Identify the elements of a high-quality PLAAFP statement
Explain how to develop challenging, ambitious, and measurable goals
Identify the elements that should be included in a statement of the individualized
services and supports to be provided to a student
Explain the importance of documenting a student’s progress toward meeting his
or her IEP goals and reporting that progress to parents
Guided Notes / Checklist for this activity
___1. Watch challenge video or read transcript
___2. Jot down an initial response to each of the following questions:
What is an IEP?
Individualized education program
What is the IEP process?
Seeing if a student shows a need for modifications/ accommodations
through testing and going through the proper channels first. IE. Trying
different tiers first and seeing if some simple changes will help.
What is included in the IEP document?
Any testing done, evaluations and observations of the student. The
people who requested the testing and the people who were there
during the making of the IEP.
___3. Read Page 1: Overview of High-Quality IEPs
List the criteria for receiving special education services:
They must have one or more of a designated set of qualifying disabilities. For a
list of these, review the box on the right.
The disability or disabilities in question must adversely affect their educational
performance
Write the definition of the key terms
Special education:
Individualized education for children and youth with exceptional
learning needs, provided at no cost to the student’s parents, that meets the unique
academic and/or functional needs of the student.
Related service:
Any of a number of services and supports designed to help students
with disabilities to further benefit from special education; may include services from
professionals including occupational therapists (OT), physical therapists (PT), and
speech-language pathologists (SLP) from a wide range of disciplines typically outside of
education.
Individualized education program: A written plan, developed collaboratively by school
personnel and a student’s parents, which outlines the student’s current level of
development, her annual learning goals, accommodations, modifications, and related
services, as well as a method for monitoring the student’s progress toward achieving
her goals.
___4. Read Page 2:
Endrew F.
& IEP Standards
Describe the role of legislation and litigation.
