The IEP Performance Standards is the process for preparing and implementing the IEP process. This template will be used to address specific standards and go through the process of creating an IEP for a student in your placement.

Base the IEP on the student you are following throughout your student teaching placement.

All identifiable student information should be replaced with pseudonyms for confidentiality. In addition, some information has been marked "Do not complete"’ due to confidentiality concerns.

The present level of academic achievement and functional performance (PLAAFP) will guide the development of the IEP. Teachers must describe student strengths, interests, and needs within the PLAAFP. Assessment scores and a description of how the student is performing in relationship to typically developing peers will provide the rationale for the development of IEP goals, services, testing accommodations, and supplementary aides and services. It is important that all sections of the IEP align with the PLAAFP.

Demographic Information

Student Number:

Student (Pseudo) Name:

Birthdate:

Gender:

Grade:

Student Address:

3500 West Camelback Road

Home Phone:

Do not complete

City, State, Zip:

Phoenix, Arizona 85017

Parent 1 (Pseudo) Name:

Parent 1 Relationship:

Parent 1 Address:

Do not complete.

Home Phone:

Do not complete.

City, State, Zip:

Do not complete.

Work Phone:

Do not complete.

Parent 1 Email:

Do not complete.

Parent 2 (Pseudo) Name:

Parent 2 Relationship:

Parent 2 Address:

Do not complete.

Home Phone:

Do not complete.

City, State, Zip:

Do not complete.

Work Phone:

Do not complete.

Parent 2 Email:

Do not complete.

Primary Language of Home:

Primary Language Survey Date:

Primary Language Survey Results:

Language of Instruction:

Home District:

Attendance District:

Service Coordinator:

Home School:

Attending School:

Vision Screened On:

Results:

Hearing Screened On:

Results:

Meeting Date:

Anticipated Duration of IEP:

From: To:

Re-evaluation Due:

Current Evaluation:

Special Education Primary Category 1:

Special Education Eligibility Category 2:

Special Education Eligibility Category 3:

For Students with SLD only, the following area(s) of eligibility was/were previously determined:

Level of Services: (A)

Type of Meeting:

Date Meeting Notice Sent to the Parent(s):

Date Procedural Safeguards given to the Parent(s):

Position/Relation to Student Participant Date (MM/DD/YY)

Considered Not Needed

Included

Individual Transition Plan

Statement of Transfer of Parental Rights at Age of Majority

Statement of Positive Behavior Interventions, Strategies, and Supports Considered for a Student Whose Behavior Impedes his or her Learning, or That of Others

Statement of Language Needs in the Case of a Child with Limited English Proficiency

Statement of Provisions of Instruction in Braille and User of Braille for a Visually Impaired Child

Statement of the Language of Needs, Opportunities for Direct Communication with Peers in the Child’s Language, and Communication Mode

Statement of Required Assistive Technology Devices and Services

Statement of Communication Needs for a Child with a Disability

Testing Area

Test Results

Grade

Semester

Year

Reading

Writing

Math

Science

Accommodations

Type

Location

LEGEND FOR TYPE AND LOCATION FIELDS

Type:

1 = Class work/assignments 2 = Assessments/tests 3 = Both class work/assignments/assessments

Location:

A = All Subjects B = Language Arts/English C = Reading D = Spelling E = Math

F = Science G = Social Studies H = Health I = Electives J = Physical Education

K = Lunch L = Transition / Vocation M = Library N = Title 1 O = Special/Exploratory

SPECIAL EDUCATION SERVICES TO BE PROVIDED

Special education services necessary to meet special education goals and objectives during the school calendar year.

The child is in need of specially designed instruction in the following areas:

Special Education Services

Instructional Setting/ Location

Start Date

Frequency

Provider

Duration/ End Date

Clarification:

EDUCATIONALLY RELEVANT RELATED SERVICES

Special Education Services

Instructional Setting/ Location

Start Date

Frequency

Provider

Duration/ End Date

Clarification:

EDUCATIONALLY RELEVANT SUPPLEMENTARY AIDS/ASSISTIVE TECHNOLOGY and SERVICES for STUDENTS

.

Special Education Services

Instructional Setting/ Location

Start Date

Frequency

Provider

Duration/ End Date

Clarification:

SUPPORTS FOR SCHOOL PERSONNEL

Special Education Services

Instructional Setting/

Location

Start Date

Frequency

Provider

Duration/ End Date

Clarification:

The IEP team must cover mandated topics during the IEP meeting. Topics that must be addressed during the IEP include, but are not limited to, an introduction of team members, clarifying the type of meeting (initial, review, amendment/addendum to current IEP), the required components of the IEP, the procedural safeguards, and prior written notice.

IEP Meeting Planning

Required Participants/Roles: List the participants of an IEP meeting and their roles, including whether or not the student is expected to participate.

Required Agenda Outline: In 500-750 words, create an agenda for the IEP meeting. Discuss the required topics you must address (i.e., introduction of team members, whether or not this is an initial or review or an annual IEP, discussion of test results, present levels, goals, services, Least Restrictive Environment (LRE) statement, Extended School Year (ESY) services, procedural safeguards, and prior written notice.

Plan for Conflicts: Provide a description of ways you can involve parents in the development of the IEP. Discuss whether you anticipate issues or conflicts that may arise during the meeting and your plan on addressing those concerns.

Mock IEP Introduction Video

Now that you have outlined the IEP meeting agenda, you are prepared to conduct the meeting. In order to prepare for running your first official IEP meeting, record yourself as if you were conducting the IEP meeting. Your video should not exceed 15 minutes in length.

Focus your practice on the meeting introduction. Include the following components within your recording:

· An introduction of all parties represented and their roles

· Reason for the meeting (initial IEP or IEP review)

· Meeting norms so all parties are heard and respected

· Review of the PLAAFP including the discussion of test results, present levels, goals, services, Least Restrictive Environment (LRE) statement, Extended School Year (ESY) services, procedural safeguards, and prior written notice (PWN).

Conclude your video by providing an explanation of how you would actively listen to and address the needs of families and other stakeholders throughout the meeting.

After recording yourself, review and reflect upon the video below.

Mock IEP Introduction Video Link:

Video Recording Link: If you are submitting your video to OneDrive, note it here.

Reflection: In 250-500 words, reflect on your IEP meeting practice session. In what areas do you feel you did well? In what areas would you like to have more guidance and coaching before conducting your first official IEP on your own? What plan of action do you have for more coaching and guidance?

Accountability of Free Appropriate Public Education (FAPE) is mandated by the Individuals with Disabilities Education Act of 2004 (IDEA). IEP teams must have a plan to document the provision of services as written in the IEP. Appropriate and accurate data must also be collected to document quarterly progression toward mastery of IEP goals. Teams must have a plan for on-going data collection, communication, and presentation of data to the parents/guardians during quarterly progress reports and annual IEP review meetings.