IEP

IEP – From pre-referral to th development of the IEP
As a classroom teacher, my first goal will be to retain my student in my class, even though I am concerned about specific behaviors. With the input of other professionals who have contact with the student, as well as his family, an intervention will be put into place. This intervention will be a strategy designed to lessen or overcome the said behavior or learning deficit. It will include a problem statement, data collection and problem analysis, intervention design and implementation, goals, progress monitoring and evaluation. After implementing the intervention and collecting data to evaluate whether or not not it was successful, then a more realistic decision can be made s to the student needs a special education evaluation.
If the intervention proves to be unsuccessful, then the child is referred for consideration for special education services. As a member of the general intervention team, we will need to ensure the rights of the parent. We need to fully inform the parents of all information and obtain a written agreementdualized, non-discriminatory assessment , using a variety of strategies and tools including input from the parents, will determine the special education needs of the child.
As the regular education teacher of the child, I will be part of the IEP team. Other team members include the parents of the child, a district representative, knowledgeable in the district's resources, someone who can explain the assessment results, and any one who has special knowledge or expertise regarding the child. It is our responsibility to fully describe the following categories.
As we write the IEP, it will contain the following information:
Present Level of Academic Achievement and Functional Performance (PLAAF). This must include his academic achievement and functional performance, including the child's strengths and weaknesses.
Measurable annual Goals – includes academic and functional goals, designed to meet the child's needs that result from the disability, to enable the child to e involved in and make progress in the general education curriculum and meet each of the child's other educational needs that result form the disability.
Reporting on a Child's Progressive – include a description on how the child's progress will be measured, and the timetable for progress reports.
Services based on Peer reviewed Research – a statement of the special education and related services and supplementary aids and services to be provided to the child or on behalf of the child, and a statement of the program modifications or supports for school personnel.
Consideration for Participation in General Education – an explanation of the extent, if any to which the child will not participate with non-disabled children in the regular classroom.
Description of services – projected date for the beginning of the services and program modifications and the anticipated frequency, location, and duration of these services and modifications.
Transition services – beginning no later than when the child is 14, and undated annually, include appropriate measurable , post secondary goals based upon age-appropriate transition assessments related to training, education, employment and independent living skills and the transition services the child needs to reach those goals.
Final outcomes – Behaviors and skills levels are needed to progress to the next level of development. The IEP will contain both long term and short term goals, and are reviewed annually.
Finally, as the child's general education instructor, it will be my responsibility to accommodate this child's specific needs, as outlined in the IEP, in my classroom, to better facilitate the reaching of his goals.