IEP Guidance Resource

Evaluation Results -Most recent individual evaluation of student

-State Exams
-Career Evaluation
-Student Interview
-Learning Styles Questionnaire
-RISA (Report Individual Student Attendance) Evaluation
-Transcript Evaluation (Credit Accumulation)
-NYSESLAT results (if applicable)
-Marking Period performance
Academic Achievement, Functional Performance and Learning Characteristics
Activities of Daily Living -How independent is this student (when applicable)?
-Does this student travel independently (when applicable)?
-Is the student able to handle responsibility?
-Is the student able to stay organized & manage time efficiently?
Levels of Intellectual Functioning -How is the student performing in content areas with annual
goals?
-Is the student able to follow instructions independently?
-Is the student able to comprehend concepts that are taught?
-How are the students ideas expressed?
-What is the students problem solving ability like?
Adaptive Behavior -How does the student adapt to his/her surroundings?
-How does the student handle transitions & change?
-To what extend does the student maintain focus in the
classroom?
-Is the student able to follow classroom rules & procedures?
Expected Rate of Progress in Acquiring Skills & -How quickly does this student make progress?(use data to show
Information scores from year to year)
-Does the student make a years worth of progress during a school
year? More? Less?
-Is the student making progress throughout this school year?
Learning Style(s) -Is the student a visual, auditory, kinesthetic learner, etc
-What kind of activities & interventional help this student learn?
(give helpful suggestions so that a teacher who never met this
student has a clear picture of what works and what doesnt work)
Student Strengths (try to focus on skills) -Where does the student excel in the classroom?
-What are the students areas of strength?
-What does the student feel confident doing?
-How does this connect to transition goals? Career path?
Preferences -How does the student prefer to learn?
-What subjects does the student enjoy?
-What class activities does the student enjoy?
Interests -What does the student enjoy (academic/social interests, hobbies,
etc) Give student interest survey
-How does this connect to transitional/career goals?
Academic, Developmental & Functional Needs -What does the student need in order to be successful?
(Including Concerns of the Parent) -What interventions have worked with this student?
-What accommodations & modifications have worked for this
student?
-What supports or services have been effective?
-Be sure to include input from the student & the parent in
every section of Academic Achievement, but especially in this
one.
 IEP Guidance Resource
Social Development (Be sure to state where information is coming from) For students receiving counseling, this
section should be completed thoroughly by the counselor:
The Degree & Quality of Students Relationship -How does this student behave in the classroom?
with Peers & Adults, Feelings about Self & -How does the student relate to adults? To peers?
Social Adjustment to School & Community -How does this student handle stress?
Environment -How is this students etiquette?
-How does this student present him/herself?
Student Strengths -In what ways does this student excel socially?
-In what ways does this student show confidence in social
situations?
-How does this connect to transitional/career goals?
Social Developmental Needs of the Student -What are some needs of the student socially?
(Including Concerns of the Parent -What interventions have worked with this student?
-What supports or services have been effective?
-Be sure to include input from the student & the parent in
every section of Social Development, but especially this one.
Physical Development (Be sure to state where the information is coming from) for students receiving OT, PT,
and/or Hearing Services, this section should be completed thoroughly by the provider
The Degree & Quality of the Students Motor & -How are this students motor skills?
Sensory Development, Health, Vitality, & -What is the quality of this students handwriting (if appropriate)?
Physical Skills or Limitations Which Pertain to -Are there any physical limitations?
the Learning Process -Does the student have mobility problems?
Student Strengths -In what ways does this student excel physically?
-Is the student athletic?
-Does the student participate on any school or community athletic
teams?
-How does this connect to transitional/career goals?
Physical Development Needs of the Student -What are some needs of the student physically?
-What interventions have worked with this student?
-What supports have been effective?
-Be sure to include input from the student & parent in every
section of Physical Development, but especially this one.
Management Needs
Material e.g. instructional material such as graphic organizers, checklists, vocabulary cues, translation, images,
books on tape etc.
Environmental e.g. consistency in routine, limited auditory & visual distractions adaptive furniture, etc.
Human e.g. organizational systems, note taking assistance, help getting to classes, positive behavior reminders etc.
Note: It is helpful to put common strategies that are useful based on the students learning style.
Effects of Student Needs on Involvement in General Education Curriculum
-How does the students disability affect his or her involvement or success in general education?
WRITE: The student can participate in the general education curriculum with special education support services.
 IEP Guidance Resource
Measurable Post-Secondary Goals
*This section MUST be completed for any student age 15 or older. If a student will be turning 15 during the period of the
IEP, this must be completed. This is based on Vocational Assessments.
Education/Training What type of institution will the student attend after high school & what will he or she study? Fill
: in the sentence: will attend a and study .

Employment: What will the student do for a living? Fill in the sentence: will be employed in the field of
.

Independent Living What will the student need to be able to do that he or she cannot do now in order to live
Skills (if independently after leaving high school?
applicable):
Transition Needs: What courses will the student need to take in order to prepare to meet these goals? So, for example,
if the student will be attending college, write the courses and exams that the student will need to
take in high school to graduate. Also, any college prep courses that the student will take should be
listed. Then, list what courses the student will be taking to prepare for the field of student that
he/she plans to follow. Note: This section does not need to be written as a narrative and can be
bulleted.

Measurable Annual Goals

Annual Goals Criteria Method Schedule
Goals should be appropriate The criteria for each goal In this column you should How often will you be
for the students abilities must include a percentage of list all of the possible measuring progress on this
and should address the accuracy as well as a methods of assessing the specific goal. (i.e., once a
needs identified in the number of consecutive progress towards the goals. trimester, twice a month,
PLOP. The goals should be trials. (i.e., 80% accuracy in (i.e., checklists, classroom weekly, etc)
SMART. Be sure that each 4 out of 6 consecutive trials) observations, exams,
goal is realistic for the homework, etc.)
student to complete within
the year that this IEP will be
in effect.

Recommended Special Education Program & Services

Special Education Specify which Special Education program(s) (i.e. Special Class, ICT, SETSS) the student
Program: will be utilizing. If the student will be in ICT four periods of the day for different content
areas, you must list ICT four times and for each identify the subject. It is assumed that for
any subject not listed in this section, the student is in general education.
Related Services: Specify which Related Service(s) (i.e. counseling, OT, PT, speech, vision, etc.) the student
needs. For a group of 8, choose group service. For a group size of 2-7, choose other,
then select the number of students in the group.
Supplementary Aids & paraprofessional, orientation/mobility teacher, note-taker, instructional material in
Services/ Program alternative formats (i.e., braille), extra time to go between classes etc.
Modifications/
Accommodations:
Assistive Technology Any assistive technology that the student utilizes during the school day and/or at home. Be
Devices and/or Services: sure to complete all fields including location.
Supports for School Anything that the staff members will need in order to assist the student. This is not a direct
Personnel on Behalf of the service for the student (i.e., information on a specific disability & implications for
Student instruction, training on specific positive behavioral interventions, training on assistive
technology devices, assistance with curriculum modifications, etc.)
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Testing Accommodations
Testing Accommodations: Select the testing accommodations that this student needs, based on areas identified
as needs in PLOP.

Conditions: Describe the type, length, purpose of test for which the student should receive the
specified accommodation.

Implementation Make the accommodation more specific by explaining how this accommodation
Recommendations: should be carried out. (i.e. amount of extended time, type of setting for special
location, etc.)

Coordinated Set of Transition Activities

Instruction: Identify any instruction the student might need in order to prepare for post-school
living. This could include courses and skill areas. This should connect to the
Transition Needs section of the Measurable Post Secondary Goals.

Related Services: If a student receives any related service, the student needs to receive transition
support to attain the projected post-secondary outcome. The service should not just
be listed, for example, speech, but instead the speech teacher should in order to
prepare to meet the post-secondary goals.

Community Experiences: Any community based experiences the student needs to achieve his or her projected
post-secondary outcomes. For example, after school jobs, use of a library,
community recreational activities, volunteering opportunities. Not that any job the
student holds should not be listed unless it related in some way to the post-
secondary goals.
Development of Employment & Any skills the student needs in order to live independently and be employed. For
Other Post-School Adult Living example, budgeting, opening a bank account, writing a resume & cover letter, going
Objectives: on a job interview. These should only be included if a deficit in these areas was
identified in the PLOP.
Acquisition of Daily Living Skills If appropriate to the needs of the student, the IEP must indicate the services or
(if applicable): activities that will assist the student in activities of daily living skills (e.g., dressing,
hygiene, self-care skills, self-medication)
Functional Vocational Assessment The IEP must indicate if the student will need a functional vocational assessment as
(if applicable): a transition service or activity. A functional vocational assessment is an assessment
to determine a students strengths, abilities and needs in an actual or simulated work
setting or in real work sample experiences. Note: This is most often used with
NYSAA students.