Individualized Education Program (IEP)
Guiding Principles
The Individualized Education Program (IEP) is a written document that encompasses an ongoing team planning process designed to support students eligible for special education services. This educational plan is based on a comprehensive evaluation of the student's needs, relying heavily on current assessment data.
Team Collaboration
The IEP is developed by a team where each member's voice is essential. The student's input is critical for fostering ownership, increasing achievement, and improving advocacy skills. Students can begin participating effectively in the IEP process at a young age, gradually taking on more responsibility as they mature.
Annual Goals
Annual goals should reflect rigorous expectations for the individual student, be aligned with Oregon's State Standards (CCSS), and be based on clear data.
Collaborative Opportunity
The IEP process provides an opportunity for parents, educators, and the student to collaborate as a team. It offers a clear roadmap for the student's education for the year and ensures ongoing protections for students with disabilities and their parents. The IEP commits district resources necessary for the student to receive required special education and related services.
Main Components
The overall IEP requirement comprises two main components:
1. The IEP Meeting: A collaborative session where parents, the student, and educators make joint decisions about the student's program.
2. The IEP Documentation: A written record of the district's offer of a free and appropriate public education (FAPE).
The IEP Team
Required Members
- Parent(s)
- The Student
- Even at a young age, students can express their strengths, discuss what they are learning, and help identify areas in which they want to grow.
- Supports such as a prepared script, presentation software, or pre-recorded video can help students who may be anxious or have communication challenges participate in their meeting.
- While there may be occasions when a student cannot participate in their IEP meeting, this should be rare.
- The student becomes a required IEP team member at age 16. They must have the opportunity to express their preferences and interests when transition services are being considered. If the student doesn’t attend the IEP meetings for transition services, the district must ensure their interests and preferences are considered.
- At least one regular education teacher
- ELD Teacher (if the student is an Emerging Bilingual or Limited English Proficient)
- At least one special education teacher or provider
- A representative of the school district who:
- Is qualified to provide or supervise special education,
- Is knowledgeable about the general education curriculum,
- Is knowledgeable about the availability of resources and has the authority to commit agency resources. Another special education provider can serve as the district representative if they meet these criteria and no significant changes are being discussed.
- This role can also be fulfilled by a Building Administrator, Special Education Coordinator, or Student Services Director.
- An individual who can interpret the instructional implications of evaluation results
- For students of transition service age: A representative of another agency that is likely to be responsible for providing or paying for transition services.
- The parent (or adult student) must provide written consent for the district to invite or communicate with representatives of outside agencies.
Discretionary Members
-Other individuals with knowledge or special expertise regarding the student: At the discretion of the district.
- Alternative Participation: The parent and district may agree to use alternative means for members to participate in IEP and placement meetings, such as phone participation or video conferencing.
- Excusal of IEP Team Members: The parent and district may agree to excuse an IEP team member from a meeting under the following circumstances:
- Both parties consent in writing.
- The team member submits written input to the parent and other members of the IEP team before the meeting.
- The excusal is authorized by the Student Services administrator/coordinator.
- Information about the excusal is provided to the parent in their native language or mode of communication.
- Interpreter: If an interpreter is present, they are not considered an IEP team member and do not contribute to the IEP development. They facilitate communication between team members and should be listed on the cover page as "Interpreter”.
General IEP Information
- Meeting Frequency: The IEP team must meet at least once every 364 days. They can convene at any time if any team member, including the parent, requests a meeting.
- Implementation Timing:
- An IEP must be in effect before special education services are provided to a student.
- An IEP must be in effect at the beginning of each school year.
- Format: Gladstone uses the Oregon Standard IEP format through Synergy.
- Development and Implementation: The district develops and implements all provisions of the IEP as soon as possible following the IEP meeting.
Paperwork Distribution
- Parent Packet: The packet will be sent to parents via email unless otherwise requested.
- Archiving: The packet will be archived as a PDF in Synergy, the district's database.
- Post-Meeting Review: After completing the IEP meeting, the case manager should review all paperwork and finalize the IEP in Synergy with 5 school days.
- Remote Meetings: If the meeting is held remotely, the Student Services secretary will send documents via DocuSign once the IEP is finalized.
- Physical Copies: The case manager prints a copy of the IEP packet and sends signed documents to the Special Services secretary to be uploaded in Synergy.
IEP Packet Contents
- All pages of the IEP
- Placement Page
- Meeting Notice
- Meeting Minutes
- Prior Written Notice
Accessibility and Responsibility
- The IEP will be accessible to each of the student's general education teachers, special education teachers, and related service providers.
- Each teacher and service provider will understand their responsibility for implementing the IEP.
The IEP Meeting
Preparation
- Written Meeting Notice: Send out a Meeting Notice with sufficient advance notice (ideally a week in advance).
- Student Preparation: Meet with the student beforehand to help them understand their role, discuss strengths, progress, goals, and accommodations.
- Communication with Teachers: Coordinate with general education teachers and related service providers to gather input and ensure their attendance.
- Draft IEP Review: Send home a written draft of the new IEP for parents to review, clearly stating it is a draft and will be developed further during the meeting.
- Technology Readiness: Ensure technology is ready if the student uses presentation software or if you plan to project the IEP or show multimedia.
Welcoming Atmosphere
- Focus and Attention: Acknowledge that while this may be one of many meetings for you, it is the family's one opportunity for focused attention on their child.
- Seating Arrangements: Consider seating arrangements to foster a welcoming environment.
- Warmth and Kindness: A warm smile and kind words can significantly reassure parents and set a positive tone.
- Demonstrate Care: Show genuine care and appreciation for the child, reassuring parents of your commitment.
Inclusivity
- Facilitation: Ensure every team member speaks and contributes meaningfully.
- Guidance for New Members: Take time to explain the process and avoid jargon, making the IEP understandable to all participants.
- Language Accessibility: Use clear and understandable language, particularly for parents and new team members.
Professionalism
- Document Distribution: Provide copies of the draft IEP or project it on a screen for all to review.
- Clarify Draft Status: Emphasize that the presented document is a draft, and collaborative development will occur during the meeting.
- Meeting Notes: Document meeting discussions, highlighting consensus and any unresolved disagreements.
- Note Requests and Concerns: Record any requests or concerns raised by team members, especially parents.
- Action Items: Clearly outline action items at the end of the meeting notes and ensure follow-up occurs.
The IEP Document
- Annual IEP Meeting Date: Record the date of the annual IEP meeting.
- Review any lack of expected progress toward annual goals and in the general education curriculum, as appropriate.
- Include results from any special education evaluations.
- Incorporate information about the student's academic, developmental, and functional needs provided by or to the parents.
- Address the student's anticipated needs.
- Review and Revision Requirements: According to IDEA, the IEP team must review the student's IEP at least every 364 days to assess goal achievement and revise the IEP as needed.
- Initial IEP Meeting Timeline: The initial IEP meeting must be scheduled within 30 calendar days of the initial eligibility determination.
- Reevaluation Due Date Check: Ensure the reevaluation date is noted.
- A reevaluation must be conducted at least every three years.
Consideration of Special Factors
- Functional Behavioral Assessment (FBA):
- Conduct an FBA to understand the reasons behind student behavior, when it occurs, and under what conditions.
- Develop a behavior support plan based on the FBA findings, noted in the Accommodations section of the IEP.
- Ensure that desired behaviors align closely with the student's behavior goals and specify specially designed instruction for behavior in the behavior support plan.
- Students with Speech and Language Needs:
- Assess the student's current level of English proficiency and note it in the Present Levels.
- Determine if the disability affects the student's participation in the general curriculum or bilingual/ELL programs, also noted in the Present Levels.
- Specify the language of instruction and any necessary accommodations for instruction and testing, with ELPA accommodations noted on the State Assessment Page.
- Instruction in Braille:
- If necessary, ensure the IEP reflects instruction in Braille, unless deemed inappropriate after evaluating the student's reading and writing skills.
- Document annual considerations for future Braille instruction needs, supported by a written Braille assessment from the regional Program for Vision Impaired specialist.
- Communication Needs:
- Address the student’s communication needs explicitly in the IEP, explaining how these needs are met or justifying why they are not addressed under special circumstances.
- Describe opportunities for the student's direct interaction with peers and educational personnel in their own language and communication mode, considering academic levels and instructional needs.
- Assistive Technology (AT):
- Define AT devices as tools used to enhance functional capabilities, categorized as "low-tech" (e.g., colored overlays, specialized pencil grips) or "high-tech" (e.g., computers, software applications).
- Specify AT services that assist in selecting, acquiring, or using such devices.
- Describe AT use in the Present Levels and list specific devices in the Accommodations section of the IEP.
- Print Disabilities:
- Ensure students with documented print disabilities receive general educational materials in alternative formats promptly, coordinated with the teacher librarian.
- Consideration for All Students:
- Assess if the student demonstrates behaviors hindering self or others' learning.
- Determine if the student has limited English proficiency, is blind or visually impaired, has communication needs, is deaf or hard of hearing, needs assistive technology, or requires accessible instructional materials.
Present Levels of Academic Achievement and Functional Performance
- Child's Strengths:
- Highlight the student's strengths and positive attributes.
- Parent Input:
- Include insights and suggestions from parents to enhance their child's education.
- Evaluation Results:
- Provide comprehensive evaluation data, including daily gathered information to inform instruction.
- Emphasize recent academic achievement and functional performance data from the past year.
- Include earlier evaluation data only if strongly relevant.
- Assessment Results:
- Detail outcomes from the most recent state and district assessments conducted within the last 1-2 years.
- Academic, Developmental, and Functional Needs:
- Specify current needs with specific, data-driven points.
- Ensure data reflects the student's current abilities and skills.
- Base present levels on the previous year's IEP goals as a starting point.
- Utilize multiple sources such as curriculum-based measures, classroom assessments, and qualitative data for comprehensive assessment.
- Avoid acronyms when reporting test results.
- Special Factors:
- Address any factors identified in the Special Factors section of the IEP.
- Impact of Disability on Curriculum Participation:
- Describe how the disability affects the student's engagement and progress in the general education curriculum.
- Transition Considerations (for students 16 or older):
- Present results of age-appropriate transition assessments.
- Consider the student's preferences, needs, and interests.
- Foundation for IEP Development:
- The Present Levels section forms the basis for developing the IEP, offering a clear overview of the student's strengths and areas needing support.
- Ensure language is accessible to all team members.
- Integration with IEP Components:
- Establish clear connections from present needs to annual goals, specially designed instruction areas, and listed accommodations/supplemental services.
- Clearly articulate areas requiring instruction and supports.
A well-written Present Levels statement comprehensively outlines instructional needs, required accommodations, modifications, and other supports essential for the student's educational success.
Present Levels Requirements
Transition Services (for students age 16 or older during the IEP, or earlier if appropriate):
- Detail transition services needed based on age-appropriate assessments and considerations of the student's preferences, interests, and goals.
Statewide Assessment Participation:
- State Law and Opt-Out Clarification:
- State law permits parents to opt students out of State Assessments, but this process is separate from the IEP and must follow district protocols.
- The IEP team cannot decide that a student will not participate in statewide assessments.
- Participation Details:
- Check "Yes" for participation unless the student is in grades K, 1, 2, 9, 10, or 12.
- Grades and Subjects:
- Reading and Math: Grades 3, 4, 5, 6, 7, 8, 11 (Smarter Balanced)
- Science: Grades 5, 8, 11
- Testing Options:
- Standard Testing: Includes allowable resources such as breaks and a quiet setting.
- Testing with Accommodations: Refer to the Oregon Accessibility Manual for details on accommodations.
- [Oregon Accessibility Manual](http://www.oregon.gov/ode/educator-resources/assessment/Documents/accessibility_manual.pdf)
- Extended Assessment:
- Linked to grade-level standards with reduced depth, breadth, and complexity.
- Designed for students significantly impacted by disabilities, with visual supports and manipulatives.
- Utilize ODE's guidance document and checklist for eligibility determination.
- [Extended Assessment Criteria](http://www.oregon.gov/ode/educator-resources/assessment/Documents/extended_assessment_criteria.pdf)
- Include a statement from the IEP team explaining the selection of the extended assessment.
- Accessibility and Participation:
- All Oregon students must have full access to the Oregon Assessment of Knowledge & Skills.
- Ensure students participate at the most rigorous testing level they can access.
- ELPA Participation (for emerging bilingual students):
- Document ELPA participation on the Statewide Assessment page.
- Refer to the Oregon Accessibility Manual for ELPA accommodations.
- [Oregon Accessibility Manual](http://www.oregon.gov/ode/educator-resources/assessment/Documents/accessibility_manual.pdf)
These elements should be clearly documented to ensure compliance with state regulations and to support effective educational planning for each student.
District Assessment Participation
- Definition:
- District assessments include tests mandated for all students at specific grade levels within the district.
Goals and Objectives
- Annual Goals:
- Goals directly correlate with information from the Present Levels.
- Academic goals align with Oregon State Standards, tailored to meet the student's individual needs.
- Goals are measurable statements outlining what the student will achieve within a 12-month period, balancing high expectations with achievable outcomes.
- Short Term Objectives:
- Best practice often includes short-term objectives, detailing steps toward achieving annual goals.
- Objectives break down progress over time or by acquiring necessary subskills.
- Criteria for measuring progress must be clearly defined, such as percentage of correct responses or frequency of desired behavior.
- Goal Relevance:
- Goals address needs arising from the disability or behaviors hindering the student's learning ability.
Services Summary
Specially Designed Instruction (SDI)
- SDI Overview:
- Each annual goal corresponds with specific SDI.
- Individualized instruction aligns with goals and objectives.
- Based on peer-reviewed research to support progress in the general education curriculum and promote interaction with peers.
- Differentiated from standard instruction through factors like frequency, intensity, group size, and instructional methods.
- Typically designated as "school-wide," with flexibility in delivery settings like general or special education environments.
- SDI duration spans one year, beginning on the IEP date (e.g., 10/26/2023) and ending one year later (e.g., 10/25/2024).
- "LEA" denotes services provided by the Local Educational Agency, while "Regional" applies to services from Columbia Regional Services for visually or hearing-impaired students.
Related Services
- Purpose:
- Supportive services necessary for the student to benefit from special education.
- Determined after identifying required special education services.
- Examples:
- Includes but not limited to transportation, occupational therapy, physical therapy, and speech & language.
Supplemental Aids & Services / Modifications & Accommodations
- Aids & Services:
- Supplementary aids such as visual schedules, pencil grips, and weekly progress reports.
- Accommodations:
- Modifications allowing alternative ways to access or respond to curriculum without altering learning targets.
- Examples include oral presentation of science content knowledge.
- Individualization:
- Must be tailored to support the student in achieving annual goals, progressing in the general education curriculum, and engaging in activities with non-disabled peers.
- Usage Specification:
- Avoid "as needed" in frequency details; instead, describe conditions requiring each item's use (e.g., graphic organizers used during writing assignments).
Supports for School Personnel
- Purpose:
- Provides expertise and support to school staff facilitating the student's success.
- Examples:
- Consultation from speech-language pathologists (SLP) for strategic classroom strategies.
- Physical therapist (PT) consultation for adapting physical education (PE) curriculum for orthopedically impaired students.
- Implementation of key communication supports for students with autism in general education settings.
- Consultation and Documentation:
- Regular interaction with students, progress monitoring, and collaboration with staff and parents.
- Add consultation services when external expertise is required beyond the current team.
- Document consultation time and responsibilities clearly.
This summary page outlines the comprehensive services and supports the district will provide to help the student achieve annual goals, progress in the general education curriculum, and thrive in diverse educational settings. Each service entry specifies location, inclusive dates, frequency, and responsible parties for implementation.
Non-Participation Justification
- Regular Classroom and Nonacademic Activities:
- The IEP must detail the extent to which the student will not participate alongside non-disabled peers in regular classroom settings and extracurricular activities.
- Describe the amount of time (e.g., numerically or narratively) the student will spend outside the regular class environment and provide rationale for this decision. Justifications may include the need for a more structured setting to facilitate academic progress.
Extended School Year Service
- Requirement:
- Addressed annually in April of each school year.
Minor Changes or Updates to the IEP
- IDEA Provision:
- Allows revisions to an IEP without a meeting if agreed upon by the parent and a school district representative.
- Record revision dates in the current IEP in Synergy and update the IEP accordingly.
- Document agreement using a Prior Written Notice of Special Education Action, specifying:
- Communication date with the parent.
- Statement confirming parental agreement with the changes.
- Provide parents with a copy of the revised IEP and the Prior Written Notice within 14 calendar days.
- Notify all IEP team members, teachers, and service providers of the IEP changes.
Reporting Progress on IEP Goals
- Progress Reports:
- Completed in Synergy and distributed to parents according to the timeline specified on the goals page coinciding with report card distribution.
- Progress reports are mandatory for annual goals. Reporting on short-term objectives depends on how goals were structured and is at the discretion of the case manager.
- Ensure progress reports align with the data types specified in the goal criteria. For example, if a goal measures reading speed in correct words per minute, the progress report should detail the current reading speed in correct words per minute, supplemented by qualitative insights into the student's interaction with text.
U.S Department of Education's Individuals with Disabilities Act (IDEA)