Ieps: Writing Quality Individualized Education Program Summary

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Introduction

This is a summary of the workbook IEPs: Writing Quality Individualized Education Programs by Gibb and Dyches (2016). This summary will address the seven sections used to write an efficient Individualized Education Program (IEP) which is a legal document mandated by law under the Individuals with Disability Improvement Act (IDEA). The sections addressed in this paper are divided into seven steps. First step is determining the present levels of academic achievement and functional performance (PLAAFP). The second step is determining measurable annual goals. Third, measure and report student progress. Fourth is services needed to achieve annual goals. Fifth, student participation with non-disabled. Sixth, accommodations and state
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This step is considered the team 's best-estimate approach for what the student can accomplish in one year. The measurable statement for student 's academic and performance goals must: “(1) Meet the student 's needs related to the disability that may interfere with his or her involvement and progress in the general education curriculum, (2) meet the student 's additional educational needs resulting from the disability, and (3) be measurable" (Gibb & Dyches, 2016, p. 59). Measurable implies the student 's behavior affirmed in the goal can be observed and measured to conclude when it has achieved. The IEP team sets goals important to the students and families. Gibbs and Dyches (2016) list the IEP team members as parents, regular classroom teacher, special education teacher, related service providers, an individual who can interpret evaluation results, a local education agency (LEA) representative, other individuals with specialized knowledge or expertise, and the student. Practical measurable goals display factors such as: the student 's name, a description of the conditions under which the behavior will be performed, the specific observable behavior to be performed, and the criterion to indicate level of performance at which the goal will be achieved. Also, it is recommended the annual goal a …show more content…
The plan is reviewed and updated annually until the student no longer receives special education services. This plan is developed to help students with disabilities become prepared for the transition to adult life. The requirements for the transition plan must cover appropriate and measurable postsecondary goals based on the students age. The IEP team transition plan addresses three elements. First, set measurable postsecondary goals which build on the student’s assessments results and interests for the future. Then they will direct the education goals and training to learn specific necessary skills and goals for employment and independent living. Second, the transition services necessary to assist the student in reaching the goals must include instructions, related services, community experiences, daily living skills, and functional vocational evaluation(s). Third, a statement that the student has been informed of the transfer of adult rights must be present. This requirement must be completed one year before the student reaches the age of majority in the state. Also, the Individual with Disabilities Education Improvement Act (IDEA) requires schools to summarize the academic achievement and functional performance of students with disabilities who graduate or who no longer receive special education after age 22 and provide a copy of the summary to the

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