Your assignment is to review a sample IEP (linked below). The goal is to look at a well-written IEP and take note of the required sections so you can writ

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only! ,INDIVIDUALIZED EDUCATION PROGRAM (IEP) School

Age

Student’s Name: Eric M. IEP Team Meeting Date (mm/dd/yy): Oct. 18, 2017 IEP Implementation Date (Projected Date when Services and Programs Will Begin): Oct. 19, 2017 Anticipated Duration of Services and Programs: Oct. 17, 2018 Date of Birth: 7-16-2000 Age: 17

Grade: 11

Anticipated Year of Graduation: 2019

Local Education Agency (LEA): Hometown School District County of Residence: Anywhere County Name and Address of Parent/Guardian/Surrogate: Phone (Home): 888-888-8888

Mr. and Mrs. M. Phone (Work): 444-444-4444

222 Oak St.

Hometown, PA

Other Information:

The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:

Date of Revision(s) Participants/Roles IEP Section(s) Amended

Page 1 of 22 Example for training purposes only Updated for 2017-2018 July 2008 Revisions

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

IEP TEAM/SIGNATURES

The Individualized Education Program team makes the decisions about the student’s program and placement. The student’s parent(s), the student’s special

education teacher, and a representative from the Local Education Agency are required members of this team. Signature on this IEP documents attendance, not

agreement.

Role Printed Name Signature

Parent/Guardian/Surrogate Mrs. M Mrs. M

Parent/Guardian/Surrogate Mr. M. Mr. M.

Student* Eric M. Eric M.

Regular Education Teacher** Mr. H. Mr. H.

Special Education Teacher Ms. Y. Ms. Y.

Local Ed Agency Rep Ms. W. Ms. W.

Career/Tech Ed Rep*** Mr. S. – Central CTE Program Mr. S.

Community Agency Rep OVR Mr. T.- OVR

Teacher of the Gifted****

Assistive Technology Consultant Ms. R Ms. R

* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate. ** If

the student is, or may be, participating in the regular education environment

*** As determined by the LEA as needed for transition services and other community services

**** A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted.

One individual listed above must be able to interpret the instructional implications of any evaluation results.

Written input received from the following members:

Transfer of Rights at Age of Majority

For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 years of age. Likewise, for purposes of the Individuals

with Disabilities Education Act, the age of majority is reached for students with disabilities when they reach 21 years of age.

Page 2 of 22 Example for training purposes only Updated for 2017-2018 July 2008 Revisions

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

PROCEDURAL SAFEGUARDS NOTICE

I have received a copy of the Procedural Safeguards Notice during this school year. The Procedural Safeguards Notice provides information about my rights,

including the process for disagreeing with the IEP. The school has informed me whom I may contact if I need more information.

Signature of Parent/Guardian/Surrogate: Mrs. M

I. SPECIAL CONSIDERATIONS THE IEP TEAM MUST CONSIDER BEFORE DEVELOPING THE IEP. ANY FACTORS CHECKED AS “YES” MUST BE ADDRESSED IN THE IEP.

Is the student blind or visually impaired?

Yes The IEP must include a description of the instruction in Braille and the use of Braille unless the IEP team determines,

after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media

(including an evaluation of the student’s future needs for instruction in Braille or the use of Braille), that instruction in

Braille or the use of Braille is not appropriate for the student.

X No

Is the student deaf or hard of hearing?

Yes The IEP must include a communication plan to address the following: language and communication needs; opportunities

for direct communications with peers and professional personnel in the student’s language and communication mode;

academic level; full range of needs, including opportunities for direct instruction in the student’s language and

communication mode;

and assistive technology devices and services. Indicate in which section of the IEP these considerations are addressed.

The Communication Plan must be completed and is available at www.pattan.net

X No

Does the student have communication needs?

Yes Student needs must be addressed in the IEP (i.e., present levels, specially designed instruction (SDI), annual goals, etc.)

X No

Does the student need assistive technology devices and/or services?

X Yes Student needs must be addressed in the IEP (i.e., present levels, specially designed instruction, annual goals, etc.)

No

Does the student have limited English proficiency?

Yes The IEP team must address the student’s language needs and how those needs relate to the IEP.

X No

Page 3 of 22 Example for training purposes only Updated for 2017-2018 July 2008 Revisions

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

Does the student exhibit behaviors that impede his/her learning or that of others?

Yes The IEP team must develop a Positive Behavior Support Plan that is based on a functional assessment of behavior and

that utilizes positive behavior techniques. Results of the functional assessment of behavior may be listed in the Present

Levels section of the IEP with a clear measurable plan to address the behavior in the Goals and Specially Designed

Instruction sections of the IEP or in the Positive Behavior Support Plan if this is a separate document that is attached to

the IEP. A Positive Behavior Support Plan and a Functional Behavioral Assessment form are available at www.pattan.net

X No

Other (specify):

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INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Include the following information related to the student:

∙ Present levels of academic achievement (e.g., most recent evaluation of the student, results of formative assessments, curriculum-based

assessments, transition assessments, progress toward current goals)

∙ Present levels of functional performance (e.g., results from a functional behavioral assessment, results of ecological assessments, progress

toward current goals)

∙ Present levels related to current postsecondary transition goals if the student’s age is 14 or younger if determined appropriate by the IEP team

(e.g., results of formative assessments, curriculum-based assessments, progress toward current goals)

∙ Parental concerns for enhancing the education of the student

∙ How the student’s disability affects involvement and progress in the general education curriculum

∙ Strengths

∙ Academic, developmental, and functional needs related to student’s disability

Eric is an 11th grade student, with a learning disability in reading and written language. He is currently enrolled in the career and technology (CTE) program for Auto Body Repair, with a half day at the High School where he is fully included in general education

classes. He is on track for graduation with a regular diploma based on credits in his high school and career and technology programs.

∙ Present levels of academic achievement (e.g., most recent evaluation of the student, results of formative assessments, curriculum-based assessments, transition assessments, progress toward current goals)

Eric’s reading skills, while improved with intensive interventions, remain below grade level. In previous years he has had reading instruction in the LS classroom. Last year, the high school started intensive, smaller group, general education reading/English classes for students who were scoring below proficient on the 4Sight Assessments, and Eric is continuing in the class this fall. The class is taught jointly by a reading specialist and English teacher. They use explicit decoding (word study), comprehension, and writing instruction as well as software-based interventions. Oral reading fluency probes at instructional and grade level are used to monitor progress in decoding. Last year, his oral reading fluency improved from 78 words correct per minute on fourth grade passages to 105 words correct per minute on 5th grade passages (typical rate would be about 150 wcpm). This fall, he is using 6th grade passages and progressed from 98-103 wcpm. On grade level benchmarking passage this fall, he read 74 and 80 words correct per minute. Approximately 70% of decoding errors occur with multisyllabic words.

Eric’s overall comprehension is impacted by his weak decoding skills. He has scored at low Basic level on three of his last four 4Sight benchmarks and on the 8th grade PSSA. 4Sight, comprehension probes, and Study Island reports indicate two main areas where skills are weakest: summarizing and recalling details of fiction and nonfiction passages, and interpreting character, theme, tone, and symbolism in fiction and literary nonfiction. Currently he is scoring about 50% accuracy on measures of these skills as indicated by classroom probes and Study Island reports. However, when material is read to him, his listening comprehension is age appropriate on measures of listening comprehension completed by the reading specialist. Eric’s teachers also observe weakness in decoding and

Page 5 of 22 Example for training purposes only Updated for 2017-2018 July 2008 Revisions

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

comprehension, but note that when material is discussed in class or is presented orally, his comprehension and level of participation is comparable to that of his peers.

Specially designed instruction that works for Eric includes: use of pre-reading study guides, and graphic organizers such as vocabulary squares and the Frayer Model, and re-reading and marking important points. Eric requests extra time for reading and test-taking at least two times per week.

Eric’s English teacher describes his writing as “functional.” He uses word processing for longer writing assignments, and with use of the spelling and grammar check, produces short, concise sentence without a great deal of variety. Analysis of assignments completed on word processor indicates that his average sentence length is 8.5 words, with 2 or fewer errors of grammar or omission of words per 100 words. He met last year’s goal of improving his writing using word processing. Analysis of shorter, pencil and paper writing tasks, from three different classes, indicates the following: Eric typically writes 6-10 word

sentences, with average length of 7.6 words. On a typical sequence of four sentences (approximately 26 words) , he makes on average 1-2 errors of capitalization, end punctuation, grammatical errors of tense or case, or omitting words without realizing it. On the same passage he averages 1-2 spelling errors (usually of multisyllabic words rather than sight words). When he is reminded to read his passage aloud or to himself, or to use a rubric or spelling guide, he is able to correct about 50% of these errors. Eric has learned the SCOPE proofreading strategy and will continue to use it in all settings. Eric needs to improve the quality and accuracy of his writing in order to meet the expectations of a career in auto body or in a post-secondary program.

With support and accommodations at the career and technology school including use of study guides, scan and read software (print materials converted to digital format so that he can listen while reading required material), and extra time for reading assessments and tests, he has been able to meet the curricular demands by completing 278 out of 390 competencies in the Auto Body Repair program. CTE staff report that Eric works too slowly on his projects, and has completed only 50% of his projects on time even with prompting. His teachers state that this is not a matter of dexterity, but more his “perfectionism” as he tries to be very precise and accurate, particularly when puttying, sanding and buffing. He needs to be able to discern when the work is satisfactorily completed to specifications, so as to move on without prompting, and to develop the self-management skills to monitor and increase his speed.

At the beginning of 8th grade, Eric had an assistive technology evaluation for assistance with reading in the content areas. Based on the evaluation, the district purchased “scan and read” software for use in his general education classes. He used it for reading assignments in 8th and 9th grade in science, health, and social studies. When textbook or other print materials were scanned into a digital format which Eric could then read with text-to-speech supports, he maintained grades in the 75% – 85% (C-B range) However, since the middle of 9th grade, while Eric willingly accesses his tech manuals in digital format at the CTC, he has resisted using the software during his half day at the high school. He has stated that he is doing well enough without it, doesn’t need it for his classes, and doesn’t want to call attention to himself. Since he stopped using his scan and read software, his grade averages in content area classes have declined to average of 66% – 78% (D-C range).

While Eric acknowledges that he struggles with reading, he has also stated that he is able to “get by” in classes by listening, and making his own study guides for tests and making his own graphic organizers for vocabulary. He states that the best strategy for him to

Page 6 of 22 Example for training purposes only Updated for 2017-2018 July 2008 Revisions

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

understand difficult text is to re-read the material. He also uses pencil marks and highlighters to mark what he considers to be important. He points out that he also requests additional time when needed. He works hard to improve his reading skills so eventually he will not need to use this software.

In late September, Eric’s team met with the IU assistive technology consultant in order to address the gap in his technology usage. Multiple steps have been taken to make Eric’s team at the high school aware of his success in scanning manuals and other materials to digital format at the CTE school, and to provide additional sources for accessible instructional materials. Contacts have been made with

the publishers of his content area textbooks to acquire HTML or pdf versions. Eric and the team learned about Bookshare.org, and a number of his required texts for English were found in a quick search of Bookshare.org online. Last week, he met again with the AT consultant, who reviewed the highlighting and notetaking features of his current software, and reviewed the steps for downloading digital text into the program. Eric did agree to work with this assistive technology, and expressed interest in sending selected audio files to an MP3 player, so that he can have quick auditory access in situation where a computer is not available.

Eric’s math skills are at grade level as measured on ongoing 4Sight benchmarks, as well as classroom assessments. He earned grades in the 75- 78% level last year in Geometry class and currently has a 79% in Algebra II.

∙ Present levels of functional performance (e.g., results from a functional behavioral assessment, results of ecological assessments, progress toward current goals)

Eric missed only two days of school last year and none this current year. He had one tardy and no office disciplinary referrals. Eric is independent in daily living skills, and plans to eventually live on his own once he is earning a living. He passed his driver’s exam last spring, and drives to his part time job at Pizza Hut. He likes his job, his attendance at work is good, and he reports getting along well with his co-workers and his shift manager. He recently used his earnings to buy a used car, which he enjoys working on. An informal parent survey, as well as the Comprehensive Informal Inventory of Knowledge and Skills for Transition, were given by the district, and indicate that Eric is self-sufficient and age-appropriate in all areas of independent living. He will not need a goal or services for Independent Living during HS.

∙ Present levels related to current postsecondary transition goals if the student’s age is 14 or younger if determined appropriate by the IEP team (e.g., results of formative assessments, curriculum-based assessments, progress toward current goals)

Eric’s decision to enroll in the auto body program was based on parent survey information, his student interview in which he expressed an interest in cars, and visits to the career and technology school in 8th and 9th grade. Eric has been given a variety of assessments that include the Self Directed Search (SDS), Career Occupational Preference System (COPS), the Survey of Work Styles (SWS) and the SAGE Vocational Aptitude (and Work Preference) Assessment (Pesco). Results of these assessments suggest that he has the

Page 7 of 22 Example for training purposes only Updated for 2017-2018 July 2008 Revisions

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

aptitude, dexterity, and interest to pursue a career in auto body repair. As required of all students in the district curriculum, Eric has maintained a career portfolio.

Although the CTE program will prepare him for employment immediately after high school, Eric is also considering going on to a local technical school or community college to expand his skills or explore a related area. Eric and his parents feel that additional education would give him more employment options and increase his earning power.

Eric and his family have been made aware of how OVR can support him in his post-secondary goals. During 10th grade, he attended a group meeting at school with the OVR counselor. His parents attended a college fair with him last year. Eric and his family plan to open a case with OVR, and the representative has been invited to the current IEP meeting.

As detailed in the Functional Skills section, current data suggests that Eric is self-sufficient and age appropriate in all areas of independent living. The team anticipates that he will not need a goal or services for Independent Living as part of his high school program.

∙ Parental concerns for enhancing the education of the student

Eric’s parents are supportive of his current career path, but report that they want him to keep his options open because he is so young to choose a career. They express concern that his reading skills will be an obstacle to success in the adult world. They are very supportive of the steps being taken by Eric and his team to expand his use of digital materials in his general education classes this year. They would also like Eric to explore whether this type of adaptation would be acceptable at a postsecondary program, and to find out what other accommodations are allowable.

∙ How the student’s disability affects involvement and progress in the general education curriculum

Although Eric does apply reading comprehension strategies, without the support of accommodations and assistive technology, his difficulty with reading will make it difficult for him to access the general curriculum, including the highly technical content and vocabulary of his CTE program. His written language, while functional, would be greatly improved by consistent use of an editing strategy such as the SCOPE strategy being used in his literacy class. Eric’s skill deficits, if not improved, could also impact his independent living skills.

∙ Strengths:

Eric displays a strong career interest with two viable post-secondary options. He displays good interpersonal skills and good employment potential since he is already successfully managing a part-time job. He has developed comprehension strategies, as well as compensatory strategies, that have allowed him to pass his general education classes and complete 278 competencies in the CTE program. He is beginning to display self-advocacy and self-determination in his content classes by asking for extra time as he needs it

Page 8 of 22 Example for training purposes only Updated for 2017-2018 July 2008 Revisions

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

and articulating the strategies that work for him. He has become more open to expanding his use of assistive technology. He has improved the quality of his writing when using word processing. Math is a relative strength. His self determination in working part time, saving and buying a car, and willingness to explore post secondary education and training is also a positive strength. He has age appropriate independent living skills.

∙ Needs:

In order to meet his post-secondary goals, Eric needs to develop skills in the following areas: ∙ Develop/improve reading decoding skills for multisyllabic words. ∙ Develop/improve reading comprehension skills in summarizing and identifying supporting details. ∙ Improve written language by using a consistent strategy for proofreading and error correction ∙ Develop self-management skills related to speed of task completion, and discrimination between complete and

incomplete projects in the Auto Repair Shop.

Eric also needs transition activities that will support him to: ∙ Integrate the use of assistive technology into classroom work and career preparation, ∙ Investigate post-secondary options and allowable accommodations at local community college and technical schools Take PSAT

for college preparation. ∙ Explore employment related to auto repair. ∙ Contact the Office of Rehabilitation for determination of eligibility.

III. TRANSITION SERVICES – This is required for students age 14 or younger if determined appropriate by the IEP team. If the student does not attend the

IEP meeting, the school must take other steps to ensure that the student’s preferences and interests are considered. Transition services are a coordinated set

of activities for a student with a disability that is designed to be within a results oriented process, that is focused on improving the academic and functional

achievement of the student with a disability to facilitate the student’s movement from school to post school activities, including postsecondary education,

vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or

community participation that is based on the individual student’s needs taking into account the student’s strengths, preferences, and interests.

POST SCHOOL GOALS – Based on age appropriate assessment, define and project the appropriate measurable postsecondary goals that address education

and training, employment, and as needed, independent living. Under each area, list the services/activities and courses of study that support that goal.

Include for each service/activity the location, frequency, projected beginning date, anticipated duration, and person/agency responsible.

For students in Career and Technology Centers, CIP Code:

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INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

CIP code 47.0603 Auto Body Repair

Page 10 of 22 Example for training purposes only Updated for 2017-2018 July 2008 Revisions

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

Postsecondary Education and Training Goal:

Eric has a goal of enrolling in postsecondary training in the area of automobile repair or a related field. Measurable Annual

Goal Yes /No

(Document in Section V)

Courses of Study:

Auto Body Repair Program; English/Reading, Algebra II, Chemistry; US History

Service/Activity Location Frequency Projected

Beginning Date

Anticipated

Duration

Person(s)/Agency

Responsible

Continue to improve writing and editing skills

High school, CTC During the school day

Oct, 19, 2011 Oct, 17, 2012 LS Teacher, General ed. teachers

Continue to expand use of materials in digital format in content area classes

High school During the school day

Oct, 19, 2011 Oct, 17, 2012 LS Teacher, General education teachers

Develop a list of questions to use when visiting postsecondary programs.

High School One time Oct, 19, 2011 Dec. 22, 2011 Transition coordinator

Investigate local Community College and trade school to explore program options via visits, virtual tours, and/or college fairs. Meet with personnel from above settings to explore potential supports and accommodations

HS or Community College, ABC Trade School Community College, ABC Trade School One activity per school

One meeting per school Jan. 4, 2012 April 30, 2012 Guidance Counselor; family Jan. 4, 2012 Oct, 17, 2012

Guidance counselor; Transition coordinator, family

Provide information regarding registering for the PSAT High school One time Oct, 19, 2011 Jan. 5, 2012 Eric & family

with support from HS counselor

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INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Student’s Name: Eric M. updated for 2017-2018 PaTTAN Example for Training Purposes Only!

Employment Goal:

Eric has a goal of competitive employment in the area of auto body repair or related field. Measurable Annual

Goal Yes/No

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