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Tuesday's Tip: 18 Essential Parts of An Individualized Education Program - Part 2


This blog addresses the last 9 parts of the IEP and their functions. As a parent you must understand the function of each part of the IEP and how to use them. What you do not know can delay progress and lint functionality.


10) Annual Goals and Objectives

  • A statement of measurable annual goals, including academic and functional goals

  • An annual goal describes what the scholar is expected to do or learn within 12 months.

  • A description of how the scholar’s progress toward meeting the annual goals will be measured, and when periodic progress reports will be provided

  • Benchmarks or short-term objectives are required only for scholars with disabilities who take alternate assessments aligned to alternate achievement standards

  • Each scholar’s IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents.


11) Special Education

  • A statement of the Specially Designed Instruction - supplementary aids and services and Program modifications to be provided to the scholar, or on behalf of the scholar

  • Special education is defined by the US Dept. of Education as Specially Designed Instruction (SDI), accommodations and program modifications, aids, and services, a statement of the special education and supplementary aids and services to be provided to the scholar and Related services.

SDIs are provided to enable the scholar:

  • To improve a scholar’s access to learning and advancement toward attaining the annual goals

  • To be involved in and make progress in the general education curriculum

  • To participate in extracurricular and other nonacademic activities

  • To be educated and participate with other scholars with and without disabilities.

SDIs may include:

  • Supports to address environmental needs (e.g., preferential seating; planned seating on the bus, in the classroom, at lunch, in the auditorium, and other locations; altered physical room arrangement)

  • Levels of staff support needed (e.g., consultation, push-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, health care assistant, instructional support assistant)

  • Planning time for collaboration needed by staff

  • Scholar’s specialized equipment needs (e.g., wheelchair, computer, software, voice synthesizer, augmentative communication device, utensils/cups/plates, restroom equipment)

  • Pacing of instruction needed (e.g., breaks, more time, home set of materials)

  • Presentation of subject matter needed (e.g., taped lectures, sign language, primary language, paired reading and writing)

  • Materials needed (e.g., scanned tests and notes into a computer, shared notetaking, large print or Braille, assistive technology)

  • Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps, allow the scholar to record or type assignment)

  • Self-management and/or follow-through needed (e.g., calendars, teach study skills)

  • Testing adaptations needed (e.g., read test to the scholar, modify the format, extend time)

  • Social interaction support needed (e.g., provide circle of friends, use cooperative learning groups, teach social skills)

  • Training needed for personnel

12) Related Services

  • Usually, clinical services that help a scholar with a disability benefit from special education. Related services can include, but are not limited to, any of the following:

  • Art therapy

  • Audiology services

  • Behavior specialist services

  • Counseling services, including rehabilitation counseling

  • Early identification and assessment of disabilities in scholars

  • Interpreting services

  • Medical services for diagnostic or evaluation purposes

  • Music therapy

  • Occupational therapy

  • Orientation and mobility services

  • Parent counseling and training

  • Physical therapy

  • Psychological services

  • Recreation, including therapeutic recreation

  • School health services including school nurse services

  • Social work services in schools

  • Speech-language pathology

13) Service Delivery

  • The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.

14) Supports for School Personnel

  • Attending a conference or training related to your scholar’s needs

  • Getting help from another staff member or administrative person

  • Consultation or training with specialists

  • Having an aide in the classroom, or define not allowed to teach

  • Getting special equipment or teaching materials.

15) Gifted Support Services

  • Support services are required to assist a scholar that is gifted to benefit from gifted education (e.g., psychological services, parent counseling and education, counseling services, transportation to and from gifted programs to classrooms in buildings operated by the school district).

  • Scholars that are Gifted can have a disability and both their giftedness and their disability have to be addressed.

16) Extended School Year

  • Eligibility

  • Services beyond 5 days a week, 180 days a year and 6 hours a day

  • Goals and Services to be addressed

  • Location and duration

17) Educational Placement

  • Supports types and amounts, educational location

  • It is the responsibility of each public agency to ensure that, to the maximum extent appropriate, scholars with a disability, including those in public or private institutions or other care facilities, are educated with scholars without disabilities.

  • Special classes, separate schooling, or other removals of scholars with disabilities from the general educational environment occurs only when the nature or severity of the disability is such that education in general education classes, EVEN WITH the use of supplementary aids and services, cannot be achieved satisfactorily.

  • Document what supplementary aids and services were considered?

  • What supplementary aids and services were rejected?

  • Explain why the supplementary aids and services will or will not enable the scholars to make progress on the goals and objectives (if applicable) in this IEP in the general education class.

  • What benefits are provided in the general education class with supplementary aids and services versus the benefits provided in the special education class?

  • What potentially beneficial effects and/or harmful effects might be expected on the scholar with disabilities or the other scholars in the class, even with supplementary aids and services?

  • To what extent, if any, will the scholar participate with scholars without disabilities in extracurricular activities or other nonacademic activities?

18) Age of Majority

  • Beginning no later than one year before the scholars reaches the age of majority under State law, the IEP must include a statement that the scholar has been informed of the scholar’s rights under Part B of IDEA (if any) that will transfer to the scholar on reaching the age of majority.

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