Preparation of Individualized Education Plan

Reporter: Jojette E. Balestramon

INTRODUCTION:
An IEP (Individualized Educational Plan) may seem like a new fad, but it isnt, It might seem like a lot of extra work for a busy teacher, but it doesnt have to be. Planning for the individual child is something teachers have always done, sometimes without even realizing it, Good teachers: observe what the child is able to do talk with the parents about the childs need set goals for the child check that the skills have been learn

Then the process begins over again: observe, consult, set goals, check observe. The IEP is simply a new name for a more organized approach to the process. And also, the simple steps outlined encouraged the teacher to seek the ideas and advice of the other key people in the childs life. The teacher does not have to do it all alone. In fact she shouldnt! Everyone concerned with this student needs to get together to decide on common goals and how the plan or program to achieve them. This circle of caring people together for the good of the student and pool their concerns and their joys, their options, their skills and resources.

MEANING OF IEP AND ITS RATIONALE

IEP (Individualized Educational Program) is the instructional strategy using clearly stated sequence of objectives to individualized teaching while working with a group of children. IEP is amid at ensuring that each handicapped or gifted child is provided special education and related services appropriate to the childs special learning needs.

 The IEP is the heart of IDEA and the make or break component of FAPE for every child with a disability. IDEA requires that educators develop and implement an IEP for each student with disabilities between ages of 3 and 21. IDEA is specific about who is to develop the IEP and what it must include.

IEP COMPONENTS
Each IEP must include the following seven components:

1. A statement of the childs present levels of academic achievement and functional performance.
2. A statement of measurable annual goals, including academic and functional goals.

3. A description of how the childs progress toward meeting the annual goals.
4. A statement of the special education and related services and supplementary aids and services based on peer-reviewed research to extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program of modifications or supports for school personnel that will be provided for the child.

 5. A n explanation of the extent, if any to which the child will not participate with non- disabled children in regular class and in the activities. 6. (a) statement of any individual appropriate accomodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assestments consistent with section 612. 7. The projected date for the beginning of the services and modifications.

IMPORTANCE OF IEP(Individualized Educational Program)

1) The IEP is designed to target remediation

of particular developmental lags or to accelerate learning. 2) The IEP is intended to serve as basis for the development of a detailed lesson plan that encompasses the whole curriculum. 3) The IEP meeting serves as communication
vehicle between parents and school personnel, and enables them as equal participants, jointly decide what the childs needs are, what services will provide to meet those needs, and what the anticipates outcomes may be.

IMPORTANCE OF IEP(Individualized Educational Program)

4) The IEP process provides an opportunity for resolving any differences between the parents and persons concerned with the handicapped childs special education needs. 5) The IEP is a complain/monitoring document which may be used by authorized monitoring personnel to determine whether a handicapped child is actually receiving the appropriate education agreed to by the parents and the school. 6) The IEP serve as an evaluation device for the subsequent Review Meeting.

TWO KINDS OF IEP 1) IN-TAKE IEP is formulated by a TEAM who is recommending the student to be transferred to a special education program, the receiving teacher/special teacher. Examples are: Admission team Psychologist School Administrator Parent Sending teacher ( maybe the regular teacher)

2) ON GOING or YEARLY REVIEW is formulated after

special education teacher has worked with a student and become more familiar with his strengths, weaknesses and needs.

MULTIDISCIPLINARY TEAM The Forerunners Responsibilities

Parents - They have responsibility of honesty and accurately sharing information about their childs behavior and perceived educational strengths and weaknesses. - They serve as the childs advocate

2) Classroom

Teacher He/she, gathers, together records and notes that pertains to: a. what level the child is working at each project b. how he/she is fitting into the class c. and any special learning needs which have been noticed - He/She mplements the IEP

3) SPED TEACHER SERVES AS A CONSULTANT TO THE CLASSROOM TEACHER - SUGGESTS BEHAVIOR MANAGEMENT, MATERIALS AND TEACHING STRATEGIES TO THE CLASSROOM TEACHER

4) PRINCIPAL COORDINATES ALL RESOURCE (MATERIALS AND MANPOWER) 5) SPECIALIST PROVIDES IN DEPTH EVALUATION ON THE CHILDS DISABILITY - GIVES RECOMMENDATIONS FOR THE PLACEMENT AND THE SERVICES TO THE GROUP - HE/SHE MAY ALSO SUGGEST ADDITIONAL SPECIALIST IF NECESSARY

6) GUIDANCE COUNSELOR - PROVIDES SERVICES ON THE BEHAVIORAL DEVELOPMENT OF THE CHILD.

CHILDS EDUCATIONAL PROGRAM. 2. THE IEP DOCUMENT THIS PERTAINS TO THE WRITTEN RECORDS OF THE DECISION REACHED AT THE MEETING. THE IEP DOCUMENT CONTENTS THE FOLLOWING : A. STUDENT INFORMATION B. MEDICAL INFORMATION/DIAGNOSTIC ASSESSMENT C. STATEMENT OF THE CHILDS PRESENT LEVELS OF EDUCATIONAL PERFORMANCE(BEST ON RESULTS OF NON- REFERENCED AND CRITERION REFERENCED TESTS.) THESE ARE PSYCHOMOTOR, SOCIAL BEHAVIOR, SPEECH LANGUAGE) IF HI) AND OTHER RELEVANT FACTORS(E.G. SELF-HELP, VOCATIONAL.) D. STRENGTHS / NEEDS CHART E. SUMMARY GOAL SHEET

STEPS IN THE IEP PROCESS 1. SET A DATE THE SPECIAL EDUCATION TEACHER WITH THE SCHOOL PRINCIPAL SETS DATE FOR A PLANNING MEETING AND INVITES KEY PEOPLE ALONG. THESE KEY PEOPLE ARE USUALLY THE PARENTS (OR THE CARETAKERS, AN AUNT OR GRANDMOTHER, MAYBE A SISTER), THE CLASS TEACHER, AND THE SPED RESOURCE TEACHER. YOU MAY THINK IT IS IMPORTANT TO INVITE THE LOCAL CBR WORKER, OR EVEN A SOCIAL WORKER (IF IT IS SEEN AS NECESSARY). DISCUSS WITH YOUR PRINCIPAL OR SUPERVISOR WHO IS GOING TO CHAIR THE MEETING.

2) GATHER

TOGETHER YOUR RECORDS . THE SPECIAL EDUCATION TEACHER NOW MUST GATHER TOGETHER THE RECORDS AND NOTES ON THIS CHILD. THE IEP CHECKLIST ATTACHED MAY HELP YOU ENSURE YOU DONT MISS OUT ANYTHING IMPORTANT. BASICALLY, THE SPECIAL EDUCATION TEACHERS NEEDS TO BE ABLE TO TELL THE PEOPLE AT THE MEETING WHAT LEVEL THE CHILD IS WORKING AT IN EACH SUBJECT, HOW HE IS FITTING IN TO THE CLASS, AND ANY SPECIAL LEARNING NEEDS THAT HAVE BEEN NOTICED.

3) PREPARE THE ROOM

THE ROOM MUST BE ORGANIZED FOR THE MEETING. MAKE SURE HERE ARE ENOUGH CHAIRS AND IF YOU ARE OFFERING SOME FOOD AND DRINKS, THAT IT IS ALL READY.

BE SHY IN THIS SCHOOL MEETING. II. ASK ALL PEOPLE AT THE MEETING HOW THEY FEEL THE CHILD GETTING ON, AT HOME AND AT SCHOOL. III. AFTER EVERYONE HAS SPOKEN, AS A GROUP DECIDE ON AND WRITE DOWN AT LEAST FIVE OR SIX GOALS FOR THIS STUDENT USING THE SUMMARY GOAL SHEET.

THE TEACHER, WHILE THE GOAL FLORITA WILL JOIN THE FAMILY ON OUTINGS AND LEARN MORE ABOUT WHAT IS HAPPENING IN THE COMMUNITY WILL PROBABLY BE SEEN AS PARENTS RESPONSIBILITY OF BOTH THE PARENTS AND THE TEACHER.

3 TO 6 MONTHS TIME) AT A REVIEW MEETING TO REVIEW HOW THE GOALS ARE BEING REAHED, AND TO SET NEW GOALS. VI. THANK EVERYONE FOR COMING.

THE REVIEW MEETING (3-6 MONTHS LATER)

REMIND PEOPLE OF THE REVIEW MEETING AT LEAST A WEEK BEFORE. II. GO OVER THE SUMMARY GOAL SHEET FROM THE LAST MEETING. III. ALLOW EVERYONE TO HAVE AN OPPORTUNITY TO SPEAK.
I.

IV. WRITE A NEW LIST OF REVISED GOALS. V. SET THE NEST MEETING DATE. VI. AND, LAST BUT NOT LEAST, CONGRATULATE YOURSELF FOR SO CAREFULLY AND PROFESSIONALLY PLANNING AND EDUCATION PROGRAM FOR THIS STUDENT. YOU WILL CHANGE THIS CHILDS LIFE.

SAMPLE OF THE SHEETS FOR IEP

Strengths and Need Chart

Area A. Home B. School C.

Neighborhood

Strenghts Needs

Summary Goal Sheet

Priority and Area of Need Persons Goals Responsible Time Frame Support Services Possible Outcome

THANK YOU. GOD BLESS..