Using the information from the text and the readings, complete the following chart about the

IEP team.
Team Member
Parent

LEA Representative

Special Education Teacher

General Education Teacher

Person to Interpret
Assessment Results

Student

Reason for their presence on the team

Parents or guardians are to be equal partners in the development of the IEP. They have the
right to actively participate in the discussion. They are an integral part this means meaningful
participation and special education placement. In fact, a parent must be part of the process.
This individual must be qualified to provide or supervise the provision of the special education
and to ensure that the educational services specified in the IEP will be provided. This
representative must have knowledge regarding school district resources and the authority to
commit them. They also must be knowledgeable about the general education curriculum. This
person cannot be the students teacher. This could be the school principal, special education
administrator or any other member of the school staff designated. LEA stands for Local
Educational Agency)
This teacher is required to ensure that the person who will implement the IEP will be involved in
its development. If a teacher directly involved in educating the student is not a member of the
IEP team, the IEP may not be valid. According to OSEP, at least one member of the IEP team
must be qualified in the area of the students disability. Because the students special education
teacher usually has expertise in the students disability, that person will typically fill this role.
If the student is participating or may participate in general education this teacher played a
central role in the education of students with disabilities, including the determination of
appropriate behavioral interventions and strategies and supplementary aids and services, program
modifications, and support for school personnel. This teacher does not have to attend all of the
IEP meetings.
This is a person who can interpret the instructional implications. This role could be filled out by
any of the previously mentioned people if they are knowledgable in this area. They are added
to the team to ensure that the IEP process begins with all members understanding the students
individual needs.
The student only needs to be present when appropriate. If the parent decides that the
students presence will be helpful then the student must attend. In cases were transitional
services are being discussed the student must be invited. Beginning at age 16 students become
an integral part of the IEP process

Related Service Providers

Others

When it is determined that the student will require related services like social workers, school
nurse, physical therapists, etc., they can attend the meeting and be involved in writing the IEP.
If they do not attend they should provide a written recommendation to the IEP committee
regarding the nature, frequency, and amount of related services to be provided to the student.
This could include transition services personnel when a student turns 16. Either the school or
the parent may invite other persons to the meeting. Confidentiality rules may prevent the
attendance of persons who are not employed by the school district unless the parents give
consent in writing.

Complete the following chart about the contents of the IEP.

Component
Present Levels of Academic
Achievement and Functional
Performance

What is this?
This is statement of present levels of
academic achievements and functional
performance (PLAAFP)
The assessments used to determine the
present levels of performance must not
discriminate on the basis of language, culture,
SES, etc.
No single assessment may be used as the basis
for determining the childs educational program.
They are written in objective and measurable
terms and the reported test results should
reflect the impact of the disability on the childs
performance. There is a direct relationship
between PLAAFP and the other components of the
IEP. The first component of an IEP is this
statement of the students present levels of
academic achievement and functional performance.
This statement must include info on how the
students disability affects his or her involvement

Why is this important?

The purpose of this statement is to describe
the problems that interfere with the
students education so that annual goals can
be developed. Its also the starting point
from which teams develop the IEP and
measure its success.

Measureable Annual Goals

in the general education curriculum. The

statement should include info on the students
academic performance, test scores, and an
explanation of those scores, physical health, and
sensory status, emotional development, social
development, and pre-vocational skills and
vocational skills
With the statement of measurable annual
goals (with the reauthorization of IDEA 2004,
there is no longer the requirement for short
term goals/objectives unless the student will
be participating in alternate assessments
aligned to alternate academic standards).
Annual goals are conceptualized as a specific
functional skill or cluster of skills that are
attainable in a year and that increase a
students independence. Annual goals should be
based on assessment data, reflect past
achievement and current performance, and
should be considered high priorities by the
IEP team. They goals must be observable and
measurable. Components of well written goals:
Condition: Describes the context of
performance. Materials. Assistance.
Location of performance. Observable
response: Describes the behavior(s) to be
mastered by the student. An appropriate
criterion statement describes the
standards that the student must meet to
demonstrate mastery. Level of
performance (accuracy, independence,
duration, etc)
Number of replications (trials, sessions, observations,

Helps with greater accountability in

education. Evaluates progress towards
particular goal by informing parents and
educators how a students progress towards
his or her annual goals will be measured.
Also delineates how a students parents will
be regularly informed about their childs
progress toward their annual goals

etc

Related Services and

Supplementary Aids and
Services

Extent of Nonparticipation in General

Education classroom

Participation in State and

District Assessments

Transition

Related services include speech

therapy, occupational therapy, physical
therapy, vision, orientation and
mobility, interpreting services, school
nurse services, etc.

IEP must delineate how much time the student will

not participate in general education classes with
students without disabilities. Students with
disabilities must be allowed to interact with their
peers to the maximum extent appropriate in both
academic and non-academic settings.
IDEA requires all students with disabilities be
included in state and district-wide assessments of
student progress. Students may need individual
accommodations to participate in these assessments.
the IEP must include a statement detailing all such
accommodations. If a student cannot be accurately
assessed the IEP must state why the assessment is
not appropriate and list alternative assessments that
will be used in place of the state- or district-wide
assessments.
The transition phase begins when the
student is 16, or younger if the team
determines it is appropriate, the IEP
must include: Appropriate measurable
postsecondary goals based on age

These are the services required to assist a

student in attaining the IEP goals and
objectives. Statement of related services
discusses the services and equipment
provided to help students benefit from
special education. This requirement commits
the school district to providing these
services at no charge to parents.
This places the student in the least
restrictive environment that will not impede
his learning in respect to his IEP plan and
individualized disability.

This determines how a student will take a

statewide assessment. This enables the
school to see how the IEP is actually working
or not working in determining if the student
is learning anything as outlined in his IEP.
Are the goals being met?

This is for establishing a

network of friends and
acquaintances. This phase is
for developing the ability to
use community resources on a

appropriate transition assessments

related to training, education,
employment, and independent skills.
Statement of transition services,
includes courses of study, needed
to reach these goals

Others

Special considerations in IEP Development.

regular basis. This is also for

help in securing a paid job
that supports the use of
community resources and
interaction with peers.
This also helps in establishing
independence and autonomy in
making lifestyle choices
The IDEA includes a section that requires
that 5 special considerations be included in
an IEP, if necessary. First, if the student
with behavioral problems the IEP should
include behavior management plant. Second,
if a student has limited English proficiency,
the students language needs must be
considered. Third, for a student who is blind
or visually impaired, the IEP must provide
for instruction in Braille if appropriate.
Fourth, if a student is hard of hearing the
IEP team must consider the students
language and communication needs with peers
and teachers. Fifth, the IEP team should
consider whether the student requires
assistive technology devices and services.