IEP Tab #3
- maggiedrost
- Sep 26, 2022
- 2 min read
The purpose of IEP #2 is to discuss the current and future successes and goals of Jane Doe. It explains her scoring ability in different areas including math, reading, writing, and basic abilities. The main hopes for the IEP process is to enact a plan for her academic upgrade. To ensure she focuses on certain problem areas in education and improve her understanding.
Key components of the IEP are her current scores in math, reading, and writing. It states improvement areas and how those improvements will be achieved. It tells us her current scores, and then given a specific amount a time, what her scores will be at that time. Another key component are the people involved in her IEP, these include, the student, general ed teacher, special ed teacher, and any para pro involved in the process of the improvement intervention process. It also includes supplementary aids and services that will be included in the intervention plan. This includes technology, practice aids, and data collection.
Annual goals are achievement areas that the student will be aiming to score. So at the current moment, Jane Doe can read at a 9th grade level with 50% accuracy, between now and a year from now, she will improve with hopes of reading at the 9th grade level with 90% accuracy. Short term goals are the in between stride marks. These are smaller check points within the annual goal in which she will show her improvement. These short term goals help the special education, and general education teacher to keep track of her progress along the way to make sure they are making the impact with their intervention plans in order to make her overall annual goal.
These goals must include behavior, conditions, and intended improvement. These improvements are determined and evaluated by data collection. This can include, frequency, duration, event, rate, time sampling, etc.
To involve the parents and students themselves in the IEP process, teachers and school boards are asked to invite the parents to the IEP meeting itself. The students are encouraged to be in attendance as well during their IEP meeting as it is concerning their educational intervention plan. Being flexible with the timing of the IEP meeting along with accepting recommendations from the family, are all ways to involve parents in the process. Asking families if they have any ideas or things they can help with while the child is at home. If you can get a family to help a child in the IEP process, it can make the family feel like they are helping make a difference with the child. Giving the parents sites as resources for them to look into more information on the IEP process can also help make them feel informed and involved. Below are a few listed.
Resources to help improve my knowledge on IEP's in the future:
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