Individualized Education Plans
IEPs are Individualized Education Plans. They are designed to help students with specific needs meet appropriate academic progress. An IEP team comprised of the student, the student’s guardians, the classroom teacher, the special education teacher, a school representative, and the school counselor will meet to determine and agree upon a plan to foster success for the student (Heward, 2013). An IEP has many contributing parts which all work together to help track and promote progress. Though the exact form of an IEP is determined by each county, the IEP is typically composed of eight parts. These components include: eligibility, a student profile, consideration of transitions, measureable annual goals, the student’s present level of academic achievement, supportive services, the least restrictive environment, and documentation of the IEP team members (ECACorg, 2011). I will address the main components, present levels of performance, measureable goals, supplementary aids, related services, and the least restrictive environment, in detail.
To get started, the IEP team will determine the student’s eligibility for assistive services by selecting the appropriate designation, such as specific learning disorder, traumatic brain injury, or autism spectrum disorder. Before an IEP can be written, the student's eligibility for services must be determined. While some parents may have concerns that the implementation of an IEP will result in labeling or tracking, it is important to consider the student's needs foremost. Once the student has met the eligibility for special services, the student's school will form an IEP team to write and implement and individualized education plan. As previously noted, this team is comprised of the people directly involved in providing services to the student. Parents and faculty can include anyone in the meeting who has a direct role in the care or services provided to the student. Additional members may include a child's therapist or caregiver, if that is someone other than their guardian (ECACorg, 2011).
Following the formation of the team, the IEP team will meet to evaluate the student’s present level of performance and address necessary curriculum changes. The student’s present level of performance involves testing information, classroom data (grades, behavior, general participation, and attendance), and achievement. Once an area of need has been determined, the IEP will be designed around the student’s strengths and weaknesses. The No Child Left Behind Act (2001) mandates that all students should be performing at grade level, so it is each school’s responsibility to provide assistive services in order to help struggling students come as close as possible to that goal. By identifying the student’s strengths and weaknesses, the IEP team will be able to select the best way to provide assistance.
Imagine, for example, that a student is struggling in reading and English Language Arts because of dyslexia. The student would be eligible for assistive services as they have a specific learning disability. The student’s IEP team would examine his or her current performance and highlight the areas where this specific learning disability is having the greatest impact. For instance, the student could have excellent oral communication and math skills, yet perform poorly in written work, reading, and test-taking. A possible solution would entail the student working closely with a special education teacher who can help accommodate the student’s needs. The IEP team would determine an appropriate course of action and facilitate whatever services best fit the student’s needs. The student would continue with this plan for the course of the school year and then be re-evaluated for services (ECACorg, 2011).
This example leads the discussion to measurable goals. Measureable goals are based on data, and provide a running record of the student’s performance during the implementation of services. They are also specific, and worded in a way that makes measurement of student performance possible (Heward, 2013). One example of a measureable goal would be: the student will be able to read aloud with 80% accuracy. Measureable goals essentially act as the end goal for the student’s improvement over the course of the IEP. These measureable goals give a concrete representation of the student’s progress or lack thereof. The progress monitoring for IEP goals will occur alongside regular classroom progress-monitoring. If an IEP has been ongoing and the student is not making progress, then the IEP team will reconvene to determine the best course of action. Goals give the staff and student something to work toward together, as an IEP community. These goals can also account for transitions between grade levels, changes in responsibility, and movement into adulthood. It is important to note that all IEP related decisions are data-based. Once measureable goals have been defined, the IEP team will outline the services needed to help the student’s development and performance.
Supplementary aids and services can vary greatly. They can range from assistive technology, such a hearing aid and assistive amplifier to a communication device that recognizes eye patterns, to pull-out sessions for speech, behavior management, or remedial instruction, to services such as special educator assignment to assist students with autism spectrum disorder. As a substitute teacher, I have seen a variety of aids and services provided to students. Essentially, the supplementary aids and services offered to encourage student achievement are as varied as the students themselves. It is the IEP team’s responsibility to help assign appropriate services and accommodations that have data-driven proof for working in similar situations.
Services are provided by the county and school levels. The IEP team, including the school representative and perhaps, even a school board representative, will determine the best fit for each case. If the services do not seem to be working and measureable goals are not being met, anyone on the IEP team can request to meet to re-evaluate the conditions of the IEP. In extreme circumstances, if the school fails to meet the student’s needs, parents or guardians can petition the district through local courts and argue for the district to provide private education to meet their student’s needs (Brooksher, 2014).
The LRE, or the least restrictive environment is a very important component of the student’s IEP. The least restrictive environment is the environment in which the student is closest to a traditional classroom setting, but is still getting the services they need to make appropriate academic progress (Heward, 2013). The LRE, like supplementary aids and services, can vary widely, ranging from the traditional classroom setting, to pull-outs, to an inclusion classroom, to a private institution. The ideal situation, and that required by the Individuals with Disabilities Education Act (2004), assumes that all students will be provided free and appropriate public education (FAPE) and be served in the environment that is as close as possible to the traditional classroom setting.
For some students, the traditional classroom is the only place they will spend their day. These students’ needs are met by assistive technology or a co-teaching model where a special education professional is in the classroom at all times. For others, the least restrictive environment is the classroom, supplemented by pull-outs for up to 20% of the school day. Pull-outs are essentially periods where students leave the traditional classroom for speech therapy, counselor meetings, or other small group or individualized instruction. The average percentage of the school day that students receiving services are pulled from the traditional classroom setting is about 20%, or roughly 1.25 hours (Heward, 2013). Some students with more severe learning disabilities may need to spend the entire day in an inclusion classroom. The demographics of these classrooms can vary by county, or even by school. Some schools have separate inclusion classrooms and others have a mixture of regular and inclusion students. Both of these are appropriate, depending on the levels of the needs of the student body in each setting. In extreme circumstances, the least restrictive environment is a private institution, but this is rare.
All in all, the IEP team will work together to determine the least restrictive environment for each student. Pull-outs may be scheduled during a subject in which the student is naturally strong, or conversely, could replace time in which a student would struggle in whole group instruction (regular class instruction) but would make gains with one-on-one or small group remediation. Parents should feel free to voice their concerns and questions about their child’s least restrictive environment, as they are much more familiar with their child’s needs than you may be as their teacher (ECACorg, 2011).
As you can see, individualized education plans have many components. These components all work together to help the student make progress throughout the school year. Accommodations, goals, services, and least restrictive environment considerations all put the individual in IEP. It is the IEP team’s job to build an IEP that will help that specific student succeed. The creation of the IEP is one of the first steps in upholding the No Child Left Behind Act, as well as the Individuals with Disabilities Education Act. Creating IEPs and progress monitoring is part of every teacher’s job. As a teacher, I am responsible for every students’ progress. Can you imagine a doctor saying ‘oh no, I think I’ll skip treating that patient today’? No way. As educators, it is our responsibility to serve the needs of every learner, from our highest achieving students to those with special needs. IEPs are just one component of serving students, so I’ll leave you with these two questions: What are some other ways you can individualize education in your classroom? How are you meeting the needs of every student?
References:
Heward, William L. (2013). Exceptional Children: An Introduction to Special Education. New Jersey: Pearson Education Inc.
Brooksher, Kelly (2014). Parental Rights PowerPoint. Georgia: Armstrong State University.
Retrieved from: https://armstrong.view.usg.edu/d2l/le/content/800835/viewContent/11503154/View
ECACorg (2011). The IEP Team Process: Chapter videos 1-5. Retrieved From: https://www.youtube.com/watch?v=bSm3wOjkkVw
To get started, the IEP team will determine the student’s eligibility for assistive services by selecting the appropriate designation, such as specific learning disorder, traumatic brain injury, or autism spectrum disorder. Before an IEP can be written, the student's eligibility for services must be determined. While some parents may have concerns that the implementation of an IEP will result in labeling or tracking, it is important to consider the student's needs foremost. Once the student has met the eligibility for special services, the student's school will form an IEP team to write and implement and individualized education plan. As previously noted, this team is comprised of the people directly involved in providing services to the student. Parents and faculty can include anyone in the meeting who has a direct role in the care or services provided to the student. Additional members may include a child's therapist or caregiver, if that is someone other than their guardian (ECACorg, 2011).
Following the formation of the team, the IEP team will meet to evaluate the student’s present level of performance and address necessary curriculum changes. The student’s present level of performance involves testing information, classroom data (grades, behavior, general participation, and attendance), and achievement. Once an area of need has been determined, the IEP will be designed around the student’s strengths and weaknesses. The No Child Left Behind Act (2001) mandates that all students should be performing at grade level, so it is each school’s responsibility to provide assistive services in order to help struggling students come as close as possible to that goal. By identifying the student’s strengths and weaknesses, the IEP team will be able to select the best way to provide assistance.
Imagine, for example, that a student is struggling in reading and English Language Arts because of dyslexia. The student would be eligible for assistive services as they have a specific learning disability. The student’s IEP team would examine his or her current performance and highlight the areas where this specific learning disability is having the greatest impact. For instance, the student could have excellent oral communication and math skills, yet perform poorly in written work, reading, and test-taking. A possible solution would entail the student working closely with a special education teacher who can help accommodate the student’s needs. The IEP team would determine an appropriate course of action and facilitate whatever services best fit the student’s needs. The student would continue with this plan for the course of the school year and then be re-evaluated for services (ECACorg, 2011).
This example leads the discussion to measurable goals. Measureable goals are based on data, and provide a running record of the student’s performance during the implementation of services. They are also specific, and worded in a way that makes measurement of student performance possible (Heward, 2013). One example of a measureable goal would be: the student will be able to read aloud with 80% accuracy. Measureable goals essentially act as the end goal for the student’s improvement over the course of the IEP. These measureable goals give a concrete representation of the student’s progress or lack thereof. The progress monitoring for IEP goals will occur alongside regular classroom progress-monitoring. If an IEP has been ongoing and the student is not making progress, then the IEP team will reconvene to determine the best course of action. Goals give the staff and student something to work toward together, as an IEP community. These goals can also account for transitions between grade levels, changes in responsibility, and movement into adulthood. It is important to note that all IEP related decisions are data-based. Once measureable goals have been defined, the IEP team will outline the services needed to help the student’s development and performance.
Supplementary aids and services can vary greatly. They can range from assistive technology, such a hearing aid and assistive amplifier to a communication device that recognizes eye patterns, to pull-out sessions for speech, behavior management, or remedial instruction, to services such as special educator assignment to assist students with autism spectrum disorder. As a substitute teacher, I have seen a variety of aids and services provided to students. Essentially, the supplementary aids and services offered to encourage student achievement are as varied as the students themselves. It is the IEP team’s responsibility to help assign appropriate services and accommodations that have data-driven proof for working in similar situations.
Services are provided by the county and school levels. The IEP team, including the school representative and perhaps, even a school board representative, will determine the best fit for each case. If the services do not seem to be working and measureable goals are not being met, anyone on the IEP team can request to meet to re-evaluate the conditions of the IEP. In extreme circumstances, if the school fails to meet the student’s needs, parents or guardians can petition the district through local courts and argue for the district to provide private education to meet their student’s needs (Brooksher, 2014).
The LRE, or the least restrictive environment is a very important component of the student’s IEP. The least restrictive environment is the environment in which the student is closest to a traditional classroom setting, but is still getting the services they need to make appropriate academic progress (Heward, 2013). The LRE, like supplementary aids and services, can vary widely, ranging from the traditional classroom setting, to pull-outs, to an inclusion classroom, to a private institution. The ideal situation, and that required by the Individuals with Disabilities Education Act (2004), assumes that all students will be provided free and appropriate public education (FAPE) and be served in the environment that is as close as possible to the traditional classroom setting.
For some students, the traditional classroom is the only place they will spend their day. These students’ needs are met by assistive technology or a co-teaching model where a special education professional is in the classroom at all times. For others, the least restrictive environment is the classroom, supplemented by pull-outs for up to 20% of the school day. Pull-outs are essentially periods where students leave the traditional classroom for speech therapy, counselor meetings, or other small group or individualized instruction. The average percentage of the school day that students receiving services are pulled from the traditional classroom setting is about 20%, or roughly 1.25 hours (Heward, 2013). Some students with more severe learning disabilities may need to spend the entire day in an inclusion classroom. The demographics of these classrooms can vary by county, or even by school. Some schools have separate inclusion classrooms and others have a mixture of regular and inclusion students. Both of these are appropriate, depending on the levels of the needs of the student body in each setting. In extreme circumstances, the least restrictive environment is a private institution, but this is rare.
All in all, the IEP team will work together to determine the least restrictive environment for each student. Pull-outs may be scheduled during a subject in which the student is naturally strong, or conversely, could replace time in which a student would struggle in whole group instruction (regular class instruction) but would make gains with one-on-one or small group remediation. Parents should feel free to voice their concerns and questions about their child’s least restrictive environment, as they are much more familiar with their child’s needs than you may be as their teacher (ECACorg, 2011).
As you can see, individualized education plans have many components. These components all work together to help the student make progress throughout the school year. Accommodations, goals, services, and least restrictive environment considerations all put the individual in IEP. It is the IEP team’s job to build an IEP that will help that specific student succeed. The creation of the IEP is one of the first steps in upholding the No Child Left Behind Act, as well as the Individuals with Disabilities Education Act. Creating IEPs and progress monitoring is part of every teacher’s job. As a teacher, I am responsible for every students’ progress. Can you imagine a doctor saying ‘oh no, I think I’ll skip treating that patient today’? No way. As educators, it is our responsibility to serve the needs of every learner, from our highest achieving students to those with special needs. IEPs are just one component of serving students, so I’ll leave you with these two questions: What are some other ways you can individualize education in your classroom? How are you meeting the needs of every student?
References:
Heward, William L. (2013). Exceptional Children: An Introduction to Special Education. New Jersey: Pearson Education Inc.
Brooksher, Kelly (2014). Parental Rights PowerPoint. Georgia: Armstrong State University.
Retrieved from: https://armstrong.view.usg.edu/d2l/le/content/800835/viewContent/11503154/View
ECACorg (2011). The IEP Team Process: Chapter videos 1-5. Retrieved From: https://www.youtube.com/watch?v=bSm3wOjkkVw