Best Practice for IEP Writing

For those of you who have been around for a time, you may remember me referring to a small booklet of IEP writing guidelines as, "The Golden Sheets." I would make the copies on goldenrod since the resource was so helpful. I have decided to create this information on a smore. This should provide easier access to the information. If you would like further details on certain sections of the IEP , be sure to check out my other smore publications here.

I also created an IEP Companion Checklist for Indicator 13 requirements

Indicator 13 Compliance & Best Practice Checklist (more detailed)

Another great resource for IEP Writing

Begin the Present Levels of Academic Achievement & Functional Performance (PLAAFP) with a brief paragraph to introduce student, including age, graduation date, disability, current placement and school, any services such as speech, OT, PT, and post-secondary goals.

(e.g., most recent evaluation of the student, results of

formative assessments, curriculum-based assessments, transition assessments, progress toward current goals)

It is recommended to include at least three of four types of assessment. Interpret results.

• Summative: PSSA, SAT, Keystone
• Benchmark: 4Sight/ other assessment aligned to grade level standards
• Diagnostic: Comprehensive Diagnostic Tool (CDT), others as needed
• Formative: Progress monitoring data on current IEP goals, classroom assessment

Input from teachers (including CTE) is essential!

• Observations, reports, grades, class participation, organizational skills

• Specially designed instruction that works for the student
• Strengths & areas of weakness or errors

Don't forget...

-When writing the PLAAFP, it is helpful to address by skill area: Reading, Writing, Math, etc.

-Include both Instructional level AND grade level information

-Listening comprehension (esp. if reading is an area of need)

-Accessible Instructional Materials (AIM)or assistive technology used or considered

How does academic achievement impact his/her future goals? What gaps should be addressed

in this IEP?

(e.g., results from a functional behavioral assessment, results of ecological assessments, progress toward current goals)

o Organizational skills if not addressed with academics

o Relevant health information

o Attendance and disciplinary data (if relevant)

o Functional behavioral assessment and behavioral data (if relevant)

o Relevant social information including social, behavioral skills

o PT, OT, Mobility, Speech, Vision/Hearing Support

o Self help, Activities of Daily Living (ADL)

o Progress monitoring data on any related IEP goals

o Ecological assessment data

o Recreation, community participation

o Summary of relevant information from other agencies (this can also be addressed in the transition section).

o How does functional performance impact his/her future goals? What gaps should be addressed in this IEP?

If the student’s age is 14, or younger if determined appropriate by the IEP team (e.g., results of formative assessments, curriculum-based assessments, progress toward current goals)...

o Name and date of assessments of interests & preferences & related aptitudes

o Describe and interpret results of assessments of interests & preferences

o Describe the student’s goals for each of the three areas (update annually):

• Postsecondary Education
• Employment
• Independent Living
• Compare last year's Post Secondary Goals to the current goals. Are they the same? Different?

o If any goal area is not needed, present education levels must document WHY

o Statement regarding agency involvement (student and parent have been given information, student has an open case with OVR, etc.)

Parental concerns for enhancing the education of the student (don’t leave blank)

o Parent transition survey information

o Other relevant parent information regarding student strengths, needs

o Information provided by parent regarding agency supports

How the student’s disability affects involvement and progress in the general education curriculum

o How does the information presented in the previous sections impact the student’s ability to be successful in the curriculum?

Strengths

Examples: Academic strengths, self determination, work related behaviors, etc.

Needs

Academic, developmental, and functional needs related to student’s disability

o A prioritized list of the skill deficits that must be addressed as Measurable Annual Goals in order for the student to meet his/her post-secondary goals.

For example:

Joe needs to:

• Develop pragmatic language skills for classroom and job settings
• Increase on-task behavior during independent work
• Improve skills with solving algebraic equations
• Develop use of conventions when writing and editing
• Develop self advocacy skills in requesting accommodations

***Reminder: Each listed Need must be met through**:

• Measurable Annual Goals, or
• Transition services and activities , or
• Specially designed instruction/related services

Remember: All information should relate to the student’s future.

***Also, for your IEP show Alignment, the student's identified need must be addressed in:***

1. The PLAAFP
2. Listed under the "Needs" section
3. In The Transition Grid

**For each post-secondary goal area, reference at least one service (Measurable Annual Goal)

**For each post-secondary goal area, list at least one activity that will be provided to support the student in achieving his/her goals.

**All MAGs must be referenced in the grid.

For More Detailed Guidance on The Transition Grid, which includes tip sheets on activities and writing post-secondary goals, Check out the Transition Grid Smore: https://secure.smore.com/n/qcd58

Measurable Annual Goals (MAGs) focus on improving skill deficits.

In order for MAGs to be meaningful and measurable they must have baseline data in the PLAAFP and follow the example below:

Measurable Annual Goals must contain all four parts:

1. Condition
2. Student's Name
3. Clearly Defined Behavior
4. Performance Criteria

Condition- Materials, Time, Place, Activities, Supports

Clearly Defined Behavior- An Action!- Read, compare, Compute, Participate, Explain, Identify, etc.

Performance Criteria:

How Well- ___out of _____, ___times per day, ____words correct per minute, with ___ or fewer errors

How consistently- 3 random trials, 3 consecutive trials, 4 out of 5 opportunities, etc.

How Often will Data be Collected- Every two weeks, Weekly, Every Friday, etc.,

For a more detailed guide on writing Measurable Annual Goals, visit the MAG Smore at: https://secure.smore.com/n/ajtxn

Be sure to check out "The Catalog" for more technical assistance! https://secure.smore.com/n/025t8m

Adrienne Stiteler

ARIN IU 28

Training and Consultation (TaC)

Secondary Transition/BrainSTEPS

astiteler@iu28.org

724.463.5300 ext. 1105