WRITING AN IEP
December 17, 2013
The following is a list of things you as the Special Education Case Carrier need to finish.
Page 1 : Put in the dates for the meetings, ESPECIALLY THE 3-YEAR DATE, confirm the
correct address, phone # and parent name, *Id their home school, and if the
student is 18 answer the last line. 8636 is the Poly location code.
Page 2 : Check and see if the student’s Language Classification has changed in Section C, check the
buttons for the correct goal achievement & give reasons for no achievement.
Page 3 : Write the Standards Based PLOPs for Reading, Writing, Math, Vocational Ed, ESL, Behavior
that address: STRENGTHS, NEEDS, IMPACT AND ACCOMMODATIONS. On a 3 year please
include standard academic scores like the Woodcock-Johnson.
All Annuals should refer to the student’s CST, CMA, CAHSEE or future standard scores.
Page 4 : In the box at the top of Section F, be specific and identify the SPECIFIC deficit(s) behind the
disability like:
“OHI(Other Health Impaired) INSULIN DEPENDENT DIABETIC” please research the
ORIGINAL INITIAL IEP for this information.
RSP is a DIS service.
Page 5 : Write the GOALS for Reading, Writing, Math, Vocational Ed, ESL, *DIS, and
Behavior as needed and appropriate. PLEASE FINISH THE GOAL PROGRESS AT THE BOTTOM
OF THE PAGE FROM THE LAST ACTIVE IEP BEFORE YOU ACTIVATE THE NEW IEP.
RSP MINUTES MUST BE PUT IN FOR SPECIAL ED OUT OF GEN ED
Section K : Testing accommodations are done by grade level. Continue filling this out with
CST/CMA/CAHSEE in mind until the NEW tests are available.
Page 9 : Check for correctness and mark for students turning 17.
Page 10: Check for correctness. *give parent survey to parents.
Page 11: Add names of attendees at the actual meeting.
ITP Page 1 : Contact Sandra Hall for Career Testing Information. Write in the career pathway results,
type of assessment, date and interview info.
ALL IEPs need a Career Assessment given once and references thereafter.
Page 2: Check for correctness especially if you have changed the meeting date.
Page 3: Check for correctness especially if you have changed the meeting date.
Behavior Plan (if needed)
Page 1: (You) fill this out completely.
Page 2: (You) fill this out completely.
Page 3: (You) fill this out completely.
Go back and fill out the GOAL page created by the Behavior Plan. MAKE SURE TO NUMBER
THE PAGE.
FAPE 1 – Fill out the different fields and make sure to put in the correct minutes outside of general
education as well as the correct accommodations and modifications for the student.
FAPE 2- click on the % field to get the correct number from FAPE 1. Please put the offer of
FAPE summary here and the Testing Validation Statement.
LAUSD Offer of FAPE: Consensus: An annual review IEP was held today for XXXXXXX.
The following service options were discussed: general education, Designated Instruction and Services and
Special Day and RSP Programs.
The IEP Teem agrees XXXXXX Program to be the most appropriate and least restrictive environment at this
time.
For a FINAL IEP please include the ADA statement:
While XXXX WILL NO LONGER BE ELIGIBLE for special education services in LAUSD AS OF JUNE 6,
2014, due to the completion of the high school DIPLOMA, XXXXX continues to be protected by the
Americans with Disability Act and eligible for all services, accommodations, modifications, and protections
under the law as XXXX pursues a future career outside of LAUSD due to XXXXXXXX.
IT IS VITAL THAT YOU LOCK YOUR IEPs ONCE THEY HAVE BEEN SIGNED, PREFERABLY
AT THE MEETING. AT THE VERY LEAST, MAKE THE IEP PENDING.
PRINT A COPY OF THE IEP AND GIVE IT TO THE PARENT AT THE MEETING UNLESS
TECHNICAL ISSUES INTERVENE.
Sample STANDARDS BASED PLOPs
READING
STRENGTHS:
XXX’s standard test result score on the 2007 CAHSEE for ELA is 300 which is FAR BELOW BASIC for
California students. Proficiency is measured at a score of 380 and basic at a score of 350 on the CAHSEE.
He is able to read common grade level sight words. He is able to blend consonants during structured
reading time..
NEEDS:
XXX reads 10th grade level textbooks far below standards based proficiency. This lack of proficiency
contributes to a sever difficulty in the ability to comprehend in required general education classroom
activities. He would have difficulty responding to how and why questions in the general education
classroom.
IMPACT:
Because of processing deficits in AUDITORY, VISUAL, COGNITIVE AREAS, XXX is not able to attain the
curriculum and grade level standards of his peers in the general education classroom environment at this
time without special education services to assist in the ability to participate in classroom discussions and
complete follow-up assignments.
ACCOMMODATIONS:
XXX needs performance level materials to gain access to the curriculum.
SDAIE methods to be used in the classroom.
Graphic organizers should be used to Pre-view, Review, and Repeat Key Points.
Needs a Multiple Modality approach to learning including Auditory, Visual, Kinesthetic, and Tactile.
Extended time, small groups, verbal reading of directions and questions, chunking materials, shortened
assignments and adult assistance as needed are all useful for success.
A study buddy and preferential seating close to the teacher are helpful.
MATH
STRENGTHS:
XXX’s standard test result score on the 2007 CAHSEE for MATH is 310 which is FAR BELOW BASIC for
California students. Proficiency is measured at a score of 380 and basic at a score of 350 on the CAHSEE.
He is able to read common grade level word problems and apply math knowledge. He is able to
group and regroup problems during structured math exams.
NEEDS:
XXX reads 6th grade level math word problems which is FAR BELOW BASIC standards based proficiency
for this grade level. This lack of proficiency contributes to a sever difficulty in the ability to comprehend in
required general education classroom activities. He would have difficulty responding to sum and total
questions in the classroom.
IMPACT:
Because of processing deficits in AUDITORY, VISUAL, COGNITIVE AREAS, XXX is not able to attain the
curriculum and grade level standards of his peers in the general education classroom environment at this
time without special education services to assist in the ability to participate in classroom discussions and
complete follow-up assignments.
ACCOMMODATIONS:
XXX needs performance level materials to gain access to the curriculum.
SDAIE methods to be used in the classroom.
Graphic organizers should be used to Pre-view, Review, and Repeat Key Points.
Needs a Multiple Modality approach to learning including Auditory, Visual, Kinesthetic, and Tactile.
Extended time, small groups, verbal reading of directions and questions, chunking materials, shortened
assignments and adult assistance as needed are all useful for success.
A study buddy and preferential seating close to the teacher are helpful.
WRITING A 3 Year IEP
February 7, 2014
The following is a list of things you as the Special Education Case Carrier need to finish.
Open the IEP in Welligent and save it as a 3 Year review WITH a meeting date at least 3 months in
advance.
Notify the MCD clerk to send out the needed academic and health assessment forms.
Notify the DIS service providers.
Finalize the goal pages from the last active IEP.
Page 1 : Put in the dates for the meetings, ESPECIALLY THE 3-YEAR DATE, confirm the
correct address, phone # and parent name, *Id their home school, and if the
student is 18 answer the last line. 8636 is the Poly location code.
Page 2 : Check and see if the student’s Language Classification has changed in Section C, check the
buttons for the correct goal achievement & give reasons for no achievement.
Page 3 : Write the Standards Based PLOPs for Reading, Writing, Math, Vocational Ed, ESL, Behavior
that address: STRENGTHS, NEEDS, IMPACT AND ACCOMMODATIONS. On a 3 year please
include standard academic scores like the Woodcock-Johnson on a separate page and include ELA
and Math Scores in separate boxes for clarity.
All 3 years should refer to the student’s CST, CMA, CAHSEE or future standard scores.
Page 4 : In the box at the top of Section F, be specific and identify the SPECIFIC deficit(s) behind the
disability like:
“OHI(Other Health Impaired) INSULIN DEPENDENT DIABETIC” please research the
ORIGINAL INITIAL IEP for this information.
RSP is a DIS service.
Page 5 : Write the GOALS for Reading, Writing, Math, Vocational Ed, ESL, *DIS, and
Behavior as needed and appropriate. PLEASE FINISH THE GOAL PROGRESS AT THE BOTTOM
OF THE PAGE FROM THE LAST ACTIVE IEP BEFORE YOU ACTIVATE THE NEW IEP.
RSP MINUTES MUST BE PUT IN FOR SPECIAL ED OUT OF GEN ED
Section K : Testing accommodations are done by grade level. Continue filling this out with
CST/CMA/CAHSEE in mind until the NEW tests are available.
Page 9 : Check for correctness and mark for students turning 17.
Page 10: Check for correctness. *give parent survey to parents.
Page 11: Add names of attendees at the actual meeting.
ITP Page 1 : Contact Sandra Hall for Career Testing Information. Write in the career pathway results,
type of assessment, date and interview info.
ALL IEPs need a Career Assessment given once and references thereafter.
Page 2: Check for correctness especially if you have changed the meeting date.
Page 3: Check for correctness especially if you have changed the meeting date.
Behavior Plan (if needed)
Page 1: (You) fill this out completely.
Page 2: (You) fill this out completely.
Page 3: (You) fill this out completely.
Go back and fill out the GOAL page created by the Behavior Plan. MAKE SURE TO NUMBER
THE PAGE.
For a 3-Year IEP on a student with Specific Learning Disability:
The SLD Certification Page: Check for accuracy and input the ORIGINAL INITIAL IEP
specific processing deficits from the 1st IEP unless you have a change noted by the
school psychologist. You may need to research this in the CUM. Once this
information is put into the present IEP it will be easier to write the future IEPs
without having to search for the ORIGINAL area(s) of deficit(s).
FAPE 1 – Fill out the different fields and make sure to put in the correct minutes outside of general
education as well as the correct accommodations and modifications for the student.
FAPE 2- click on the % field to get the correct number from FAPE 1. Please put the offer of
FAPE summary here and the Testing Validation Statement.
LAUSD Offer of FAPE: Consensus: An annual review IEP was held today for XXXXXXX.
The following service options were discussed: general education, Designated Instruction and Services and
Special Day and RSP Programs.
The IEP Teem agrees XXXXXX Program to be the most appropriate and least restrictive environment at this
time.
VALIDATION STATEMENT(whenever you use a standardized test)
Testing assessment materials and procedures used for the purposes of assessment and placement of
students with disabilities are selected and administered so as not to be racially, culturally, or sexually
discriminatory. Tests have been validated for the specific purpose for which they are used and administered
by trained personnel in accordance with the instructions of the producer.
IT IS VITAL THAT YOU LOCK YOUR IEPs ONCE THEY HAVE BEEN SIGNED, PREFERABLY
AT THE MEETING. AT THE VERY LEAST, MAKE THE IEP PENDING.
PRINT A COPY OF THE IEP AND GIVE IT TO THE PARENT AT THE MEETING UNLESS
TECHNICAL ISSUES INTERVENE.