While the special education teacher typically serves as the case manager and is responsible for coordinating meetings and ensuring laws, policies, and regu

6 Principle of IDEA, the IEP Process, and IEP Scavenger Hunt

Directions: Complete each section below as directed.

Part 1: 6 Principles of IDEA and the IEP Process Reflection

Carefully review the “6 Principles of IDEA” and “The IEP Process” topic Resources.

In 200-250 words, discuss two key takeaways you learned from the “6 Principles of IDEA” and “The IEP Process” interactive media pieces and explain why it is important to be knowledgeable about the principles and processes that govern education for students with disabilities.

Part 2: IEP Scavenger Hunt

Review the “Sample High School IEP” and use the information available in each specified section of the IEP to complete the chart below.

IEP Section Title	Summary of Information In 2-3 sentences summarize the information found in each section of the IEP.	Student-Specific Planning In 2-3 sentences explain how you will use the information provided in planning student-specific interactions and instruction that meets the needs outlined in each section of the IEP.
Demographic Information
Section 3: Present Level of Academic Achievement
Section 4: Functional Performance
Parent Input (Found in both the Section 3: Present Level of Academic Achievement and Section 4: Functional Performance sections. )
Annual Goals
Accommodations
Student Strengths, Preferences, and Interests and Post-Secondary Transition Goals
Coordinated Transition Services
Services (including special education services, related services, and supplementary aides/assistive technology)

© 2024. Grand Canyon University. All Rights Reserved.

© 2024. Grand Canyon University. All Rights Reserved.

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Sample High School IEP

Student Name: SAMPLE, HS Student Data/Cover Sheet (Form A-1) IEP Meeting Date: 8/19/2023

Student ID: xyz123 DOB: 12/14/2007

Demographic Information

Student Number: Student Name: Birthdate: Gender: Grade:

xyz123 SAMPLE, HS 12/14/2007 Female 10

Student Address: 1234 ABC Street City, State, Zip: City AZ 85000 Home Phone: 480-800-8000

Parent 1 Name: Mr. Sample Parent 1 Address: 1234 ABC Street City, State, Zip: City AZ 85000

Parent 1 Email: [email protected] Parent 1 Relationship: FATHER

Home Phone: 480-800-8000 Work Phone: 480-800-8001

Parent 2 Name: Mrs. Sample Parent 2 Address: 1234 ABC Street City, State, Zip: City AZ 85000

Parent 2 Email: [email protected] Parent 2 Relationship: MOTHER

Home Phone: 480-800-8000 Work Phone: 480-800-8002

Primary Language of Home: English

Home District: AZUSD Service Coordinator: Manager, Case

Home School: XYZ High School Attending School: XYZ High School

Vision Screened On: 8/9/2023

Meeting Date: 8/19/2023 Anticipated Duration of IEP: 8/19/2023 To 8/18/2024

Re-evaluation Due: 2/17/2024 Current Evaluation: 2/18/2021

Special Education Primary Category #1: Intellectual Disability

For students with SLD only, the following area(s) of eligibility was/were previously determined: NA

Level of Service: (B) Outside General Class 79%-40% of the day.

Type of Meeting: ANNUAL

Date Meeting Notice Sent to the Parents: Date Procedural Safeguards given to the Parents: 5/26/2023 8/19/2023

Individualized Education Program (IEP)

Student Name: SAMPLE, HS Cover Sheet Signature Section (Form A-2) IEP Meeting Date: 8/19/2023

Student ID: xyz123 DOB: 12/14/2007

The following persons participated in this conference and/or the development of the IEP. Additionally, parents have been given a copy of their rights regarding the student's placement in special education and understand that they have the right to request a review of their child's IEP at any time.

Position/Relation to Student	Participant	Date (MM/DD/YY)
Parent/Guardian/Surrogate
Special Education Teacher
General Education Teacher
General Education Teacher
Ind. to interpret instr. implications
District/School Representative
*Student
Transition Specialist

* If during the IEP year the student turns 16 and if the student is not present at the IEP meeting, the service coordinator must review the IEP with the student and obtain the student's signature and the date of this review.

Individualized Education Program (IEP)

Student Name: SAMPLE, HS Present Level of Academic Achievement and IEP Meeting Date: 8/19/2023

Student ID: xyz123 Functional Performance (Form B) DOB: 12/14/2007

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Section 1: Current IEP Information

Goal Number Written: Goal Number Met:

Summarize the special education services the student is receiving:

HS is a 10th-grade student. HS receives special education services in a resource classroom. HS participates in an inclusive general education or co-taught classroom for the majority of the day. She attends elective classes in general education. The elective classes support opportunities for her to make progress in her social and communication skills. She also participates in breaks and lunch with her non-disabled peers.

She qualifies for these services under the category of Intellectual Disability. According to her Multidisciplinary Evaluation Report, she has a mild intellectual disability.

Section 2: Evaluation Information

HS's intellectual disability impacts her ability to access grade-level curriculum.

Areas of Eligibility:

Special Education Primary Category: Intellectual Disability

For students with SLD only, the following area(s) of eligibility was previously determined:

Section 3: Present Level of Academic Achievement

Reading

HS has been making progress with recognizing high-frequency sight words, as this is fundamental to developing reading fluency. She struggles with comprehending grade-level texts. She has difficulty with making inferences, identifying main ideas, and connecting information within texts. She requires targeted instruction and practice to expand her content-specific vocabulary and better understand word meanings. HS needs support to enhance her reading fluency, including the ability to read with appropriate pacing and expression.

Writing

HS requires guidance in organizing and expressing ideas coherently in written form. She struggles with paragraph structure, including issues with sentence organization, grammar, and punctuation. Frequent spelling errors and difficulties with proper grammar and mechanics are observed in her writing.

Math

Transferring mathematical concepts to real-world problem-solving scenarios remains challenging for HS. She needs additional practice with algebraic thinking. HS would benefit from targeted interventions to improve this area, including representing and interpreting relationships from an expression.

Parent's Input on Student's Current Academic Achievement

The parent(s) expressed their commitment to fostering a supportive home environment that encourages learning and reinforces the importance of education in HS's life. They noted that they regularly engage in educational activities at home to reinforce classroom learning. The parent(s) have raised concerns about HS’s struggles in reading, particularly in understanding and retaining information from textbooks and other reading materials. They have noticed that she sometimes becomes frustrated when faced with complex texts. The parent(s) indicated that they provide consistent support with homework assignments and reading practice at home. They mentioned that HS occasionally requires additional assistance with assignments, particularly in math and writing.

Current Classroom-Based Data

HS is a 10th-grader at XYZ High School. She is enrolled in the Learning Resource program. She functions academically at the middle sixth-grade/lower seventh-grade level in reading, writing, and math.

State and District Assessments

HS is new to the state. She will be participating in state testing in the spring.

Section 4: Functional Performance

Social Emotional and Behavior

HS is courteous and respectful in all of her classes. She has difficulty with communication and socialization, resulting in challenges with group work. HS works and gets along with her peers and teachers.

Behavior does not significantly and adversely impact the progress in the general curriculum.

Physical Development:

HS has no physical development problems noted at this time.

Communication

HS is able to effectively communicate with people she is familiar with. She tends to be more quiet around people she does not know. HS is receiving speech therapy services outside of school and has benefiteds from working on pragmatic skills in speech therapy.

Parent's Input on Student's Current Functional Achievement

The parent(s) shared that HS has been showing increased interest and making steady progress in becoming more independent with daily living skills at home. They are happy with HS's growing ability to manage personal responsibilities, such as organizing personal belongings, preparing meals, and completing simple household tasks. The parent(s) shared that HS enjoys spending time with family members and that they continue to work on developing social skills, such as initiating conversations, maintaining eye contact, and using appropriate greetings. HS’ parent(s) mentioned that they actively seek opportunities to engage in community outings and activities, providing practical experiences to enhance HS’s independent living skills.

Transition

Student expressed an interest in the following career areas:

Working with children.

Student's job preference at this time is:

HS does not have a job preference at this time.

Independent Living Skills:

HS struggles with socialization, communication, and self-advocacy skills, and there is concern that she can participate appropriately in these areas, despite ongoing enrollment in a Learning Resource class.

Environmental Access/Mobility

HS is able to participate appropriately in this area. No specialized instruction is required.

Self-Determination/Self-Advocacy Skills

Current teachers have reported that HS would benefit from increasing her self-advocacy skills. Self-advocacy will also be addressed in HS's counseling services with the school counselor.

Sources of Information Regarding Transition

Student interview was conducted by case manager and transition specialist. HS is currently a sophomore starting her third semester in high school with 10 credits and a GPA of 2.75. At this time, HS does not have a specific career choice. She does like to work with young children. We will meet again to complete a career assessment to research careers of interest.

Summary of Work Habits

HS does not participate in class discussions or activities unless prompted to do so. She does not always attempt the work unless the teacher or special education teacher has given her cues to begin working. HS has stated that she has not put much effort into her schoolwork this year. She also stated she needs to put forth more effort into her learning inside the classroom as well as at home for her to be successful.

Section 5: Summary of Educational Needs

Based on the information from the current multidisciplinary evaluation, academic achievement, functional performance, and transition-based data (if applicable), the IEP team has determined that the student has educational needs in the following areas:

Math Problem Solving, Reading Comprehension., Writing, Social Skills, Transition

Individualized Education Program (IEP)

Student Name: SAMPLE, HS Considerations Form (Form C) IEP Meeting Date: 8/19/2023 Student ID: xyz123 DOB: 12/14/2007

ADDITIONAL DOCUMENTATION/CONSIDERATION OF SPECIAL FACTORS

	Considered Not Needed	Included
Individual Transition Plan		·
Statement of Transfer of Parental Rights at Age of Majority	·
For a student whose behavior impedes their learning, or that of others, positive behavior interventions, strategies, and supports have been considered	·
Statement of Language Needs in the Case of a Child with Limited English Proficiency	·
Statement of Provision of Instruction in Braille and User of Braille for a Visually Impaired Child	·
Statement of the Language of Needs, Opportunities for Direct Communication with Peers in the Child's Language and Communication Mode	·
Statement of Required Assistive Technology Devices and Services HS may use a text-to-speech program to assist with reading and track progress.		·
Statement of Communication Needs for a Child with a Disability	·
Statement of Health Concerns	·

Individualized Education Program (IEP)

Student Name: SAMPLE, HS Student Goals and Performance Objectives IEP Meeting Date: 8/19/2023

Student ID: xyz123 Progress Report DOB: 12/14/2007

Skill Area: Reading Comprehension

Standard: R10-S3C1 – Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

Annual Goals: By 8/18/24, HS will improve her reading comprehension skills as measured by achieving a score of at least 80% on grade-appropriate reading comprehension assessments, including classroom assignments, quizzes, and standardized tests.

Baseline Level of Mastery: HS scores 50% on reading comprehension skills.

Service Provider(s) for This Goal: District staff special education teacher and/or paraprofessional

By 8/18/24, HS will increase her content-specific vocabulary acquisition by correctly identifying and defining 80% of the words from the year-long vocabulary list.

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