A Quality IEP Process
for PreK Programs
Session 1
A GENDA
2
Session 1
Gathering Information
and Developing Present
Level Statements
Writing Measurable
Annual Goals
Writing Short Term
Objectives /Benchmarks
Session 2
Implementing the
Individual Educational
Plan/Developing an
Activity Matrix
Monitoring and
Reporting Progress
Reviewing and Revising
the IEP
P URPOSE
3
OF
T RAINING

To provide guidance to early childhood
professionals in writing and implementing quality
IEPs, in accordance with the requirements of IDEA
2004.

To integrate evidence-based practices into the IEP
process, including the Division of Early
Childhood/Council for Exceptional Children
Recommended Practices.
http://www.dec-sped.org/

To support the inclusion of children with
disabilities to learn, play, and grow along side their
typically developing peers.
4
P URPOSE
OF THE
IEP
Handout 1 – Your district’s IEP form
The IEP is a legal document used in educational planning to:
Identify the priorities for the child, by the IEP team.
Translate priorities into actions that enhance the child’s
development, learning, and participation at home, school, and
in the community.
Identify a child’s unique needs and how the school will address
them, in collaboration with the family.
KITS Technical
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Packet - 2006
Identify how specially designed instruction and related
services will be provided to support the child in accessing the
general education curriculum.
L INKED S YSTEM
5
Gathering
Information
Progress
Monitoring
IEP Goal
Development
Implementation
M EMBERSHIP OF THE IEP T EAM
6
Required members:

One or both of the child’s parents/legal guardians

General education teacher of the child

Special education teacher/provider of the child

An administrator/district representative who has the authority
to make commitments on behalf of the school district

Any member of the school staff, other than the child’s teacher,
who is qualified to provide or supervise the provision of specially
designed instruction

An individual who can interpret the instructional implication of
evaluation results
Optional members:

Other individuals whose expertise may be desired by the family
or school, with parent consent
7
Accessible
IEPs for All
PARENT P ERSPECTIVES
ON THE IEP
8
Developing
the IEP
T HE IEP: A 6-S TEP P ROCESS
9
1.
Gathering Information and Developing Present Level
Statements (PLAAFPs)
2.
Writing Measurable Annual Goals (MAGs)
3.
Writing Short Term Objectives (STOs)/Benchmarks
4.
Implementation of the IEP/Development of Activity
Matrix
5.
Monitoring and Reporting Progress
6.
Reviewing and Revising the IEP
10
1. G ATHERING I NFORMATION
AND D EVELOPING P RESENT
L EVEL S TATEMENTS
B EFORE W E G ET S TARTED
11
Idaho State
Dept. of
Education

Commitment to working together as a team

Knowledge of child development (CDC Checklists )

Understanding of IDEA 2004, the Florida Statutes, and
State Board of Education Rules

Florida Early Learning Standards www.flbt5.com

Curricula adopted by the program and aligned with
standards

A well-planned, organized, developmentally
appropriate classroom environment
12
D EVELOPING K NOWLEDGE
OF THE C HILD
Interests and
Preferences
(i.e., favorite
materials and toys,
activities, peers)
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Development
and Learning
Integrated
Skills
including
accommodations
(e.g., pace, modality
preferences,
successful
strategies) or
modifications
How the child
integrates his or her
skills in all domains
during play and
daily activities and
routines
13
G ATHERING I NFORMATION
Handout 3 – Resources for Developing IEPs
KITS Technical
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Where do we develop this knowledge? The
team should gather information about the child
from:
 Significant people in the child’s life
 Developmental and medical history
 Informal, portfolio, authentic assessment
data and observations conducted in
natural settings
 Appropriate standardized and curriculumbased measures and checklists
R ESOURCE FOR G ATHERING
AND S HARING I NFORMATION
14

Florida’s Transition Project Forms
(www.tats.ucf.edu)

“Getting to Know Me” – parents share
information about their family, their child’s
preferences, self-help skills, communication
skills, what works when child is upset, etc.

“Teacher to Teacher” – information
exchanged between sending and receiving
teachers
15
D ISCUSSING K EY E LEMENTS
After gathering the information, the team should
engage in discussions focusing on:
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• Identifying family priorities
• Describing the routines and activities of the child’s
environments
• Identifying and prioritizing unique educational needs
• Determining the natural routines that support
embedded learning opportunities
• Describing supports or accommodations to ensure
access to all aspects of the curriculum
• Considering how annual goals scaffold the child’s
progress to reach long range goals
16
S PECIAL FACTORS TO C ONSIDER FOR
P ROVIDING F REE A PPROPRIATE P UBLIC
E DUCATION (FAPE)
Factor 1:
Behavior
Factor 2:
Limited English
Proficiency (dual
language learners)
Factor 3:
www.nichy.org
Blindness and
Visual Impairment
• Does the child’s behavior interfere
with his or her learning or the
learning of others?
• What impact does the child's limited
English proficiency have on his or her
development and learning?
• Is it appropriate for the child to
receive instruction in Braille and to
use Braille in the classroom?
17
www.nichy.org
S PECIAL FACTORS TO C ONSIDER
FOR P ROVIDING FAPE
Factor 4:
Communication
Needs
• Does the child have a need for
language/communication services to
support him or her in interactions with
peers and adults or in accessing all
aspects of the curriculum?
Factor 5:
Assistive
Technology
• Would an assistive technology device
or service improve the child’s access to
the general curriculum and enable him
or her to participate more fully at
school, home, or in the community?
Gathering Information
Handouts 3 and 4– (Case Study 1 and
Getting to Know Me/BDI-2 )
18
JOSÉ
J ACKS A CTIVITY
19
H ANDOUT 5

Divide into groups of 3-5 people.

Each group should have a set of jacks and a Jacks
Activity Handout.

Identify a leader to read the instructions to the
group and complete the activity.

When completed, the groups will share their
charts, PLAAFP, and MAG.

How important were the baseline data in creating
your PLAAFP and MAG?
20
KITS Technical
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PLAAFP –
Present Level of Academic
Achievement and Functional Performance

A summary statement which describes the child’s
current academic achievement and functional
performance in the areas of need identified from
the evaluation and all information gathered.

The purpose is to identify and prioritize the specific
needs of a child and to establish baseline
performance in the general curriculum which is
used to develop individualized, meaningful, and
measureable goals.

For preschool children, the PLAAFP should state
how the disability affects the child’s participation in
appropriate activities.
21
T HE PLAAFP S HOULD :
Handout 6 and 7 – Standards and CDC Checklist
Be stated in terms
that are specific,
measureable, and
objective
Provide baseline
data for each need
KITS Technical
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Prioritize and
identify needs that
will be written as
goals
Describe current
performance, not
past
Describe the child’s
performance in
“appropriate
activities”
4 C OMPONENTS OF PLAAFP
22
1.
Based on: Current child performance, work samples,
observations, assessments, parent input, anecdotal records,
etc.
2.
Child’s Strengths as they Relate to Possible
Interventions: Including a description of specific skills, how
frequently the child uses the behavior, baseline data, etc.
3.
Effects of the Disability on Child’s Progress in
Appropriate Activities: Specific prerequisite skills the child is
lacking, learning or processing difficulties, communication
needs (assistive technology) or impulse or behavior concerns
that impede learning, including frequency and duration
(consider skills and behaviors of typically developing peers).
4.
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Priority Educational Need: Using the child’s strengths and
identifying what skills are needed to be successful in school
and life. Written in broad terms that should lead to the annual
goals.
23
F LORIDA’ S F IVE IEP D OMAINS
Curriculum and Learning
Social/Emotional Behavior
Independent Functioning
Health Care
Communication
FL DOE, 2000
24
BDI-2
Adaptive,
Motor
A LIGNMENT OF IEP D OMAINS ,
S TANDARDS , AND BDI-2
Early Learning Standards
Physical development (gross and fine motor, self-help)
IEP Domains
Independent
Functioning
Communication Language and Communication (Listening and
Understanding, Communicating and Speaking, Early
Reading, Early Writing)
Communication
Cognitive
Approaches to Learning (Eagerness and Curiosity,
Persistence, Creativity and Inventiveness, Planning and
Reflection)
Cognitive Development and General Knowledge
(Mathematical, Scientific and Social Studies, Arts)
Curriculum and
Learning
Personal Social
Social Emotional (Prosocial Behaviors, Self-Regulation,
Self-Concept)
Social Emotional
Information
from interview
questions
Physical Development (Health)
Health
25
S AMPLE B ASELINE D ATA
S TATEMENTS
During large group activities (i.e. circle, story time,
music) Cindy is able to sit and listen to the teacher for
approximately 3 minutes, as reported by direct
classroom observation. Typically developing 4-year-old
children sit and listen to the teacher and participate in
group activities lasting 10-20 minutes (FL EL Standards).
KITS Technical
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Throughout the day, Stacie uses physical gestures and
one-word statements to make her wants and needs
known (mine, want, drink) as reported in language
samples and classroom observations. A child Stacie’s
age should be using 3-5 word sentences (FL EL Standards).
L INKING THE PLAAFP TO
E ARLY L EARNING S TANDARDS
26
To link the PLAAFP to standards:
Goosens, 2008

Compare the PLAAFP with the developmental
content areas listing individual standards,
benchmarks, and indicators

Look for future skills that might be required

Ask: “How is the disability keeping this child from
mastering that indicator or standard?” and “What is
needed to enable this child to master the goal?”
27
KITS Technical
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Packet - 2006
S AMPLE PLAAFP
I NDEPENDENT F UNCTIONING
Based on: structured observation, work sample analysis, and
parent input
Child Strengths: Katie is a 4 year old who imitates other children,
actively participates, is independent (in preparing and cleaning
up), shares materials, and enjoys art.
Effects of the Disability: Katie has difficulty holding writing
utensils between her thumb and forefingers and is unable to copy
lines, circles, and simple figures. In art, Katie paints with her brush
by only using down strokes. Katie’s fine motor control prevents her
from being able to make representational artwork like that of
other children her same age. 4-year-olds begin to draw a person,
with a circle for a head and two vertical lines for legs, minimally.
Priority educational need: Katie needs to use a 3 point grasp to
hold writing utensils to create numbers, letters, pictures, and
shapes.
28
KITS Technical
Assistance
Packet - 2006
S AMPLE PLAAFP
COMMUNICATION -
PA R A G R A P H F O R M
Based on a language sample, informal observation, and
parent input, 3-year-old Emily uses single words, signs, and a
few two and three-word combinations to communicate her
wants and needs at home and at school. She initiates social
interactions with her peers and labels objects in her
environment. During a 20 minute play period with peers, Emily
used 18 single word utterances (5 utterances also included a
sign) and 1 two-word combination (“my shoe”). When 2-word
combinations were modeled for Emily, she imitated only the
last word of the phrase. Typically, children Emily’s age use 3 to
5 word sentences to communicate. Emily’s parents would like
her to increase the length of her sentences so that more adults
and children in Emily's life better understand her wants, needs,
and thoughts.
29
KITS Technical
Assistance
Packet - 2006
W HAT DO YOU THINK OF
THIS PLAAFP?
Chris is able to build simple block
structures. He can cut on a line when
assisted with hand placement on
scissors and copy vertical and
horizontal lines. He switches the
writing utensil between his right and
left hands frequently during all
activities.
Writing Present Level Statements
Handouts 3 and 4– (Case Study 1 and
Getting to Know Me/BDI-2 )
30
JOSÉ
T HE IEP: A 6-S TEP P ROCESS
31
1.
Gathering Information and Developing Present Level
Statements (PLAAFPs)
2.
Writing Measurable Annual Goals (MAGs)
3.
Writing Short Term Objectives (STOs)/Benchmarks
4.
Implementation of the IEP/Development of Activity
Matrix
5.
Monitoring and Reporting Progress
6.
Reviewing and Revising the IEP
32
2. W RITING M EASUREABLE
A NNUAL G OALS
S OME P ROBLEMS WITH
IEP G OALS :
33





GrishamBrown, J., &
Hemmeter, M.L.
(1998).

Goals are failed test items
Goals are restatements of curriculum objectives or
indicators from standards
Goals divide the child’s needs by discipline rather
than written holistically for the child.
Goals don’t facilitate the use of an embedded
learning approach during routines, daily activities,
and play
Goals don’t reflect skills necessary to function in the
daily environment
IEPs don’t follow recommended practices and IDEA
2004 regulations
34
M EASUREABLE A NNUAL
G OALS
Measureable Annual Goals (MAGs) are statements that
describe what a child with a disability can reasonably
be expected to accomplish within a 12-month period
in the child’s education program.
Goals must be related to meeting the child’s needs
that result from the child’s disability, thus enabling the
child to be involved in and progress in appropriate
activities.
KITS Technical
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Well written goals are functional, measureable, can be
generalized and embedded in naturally occurring
routines and daily activities, including transitions and
play.
35
M ETHOD TO P RIORITIZE IEP
G OALS
The team should identify and discuss
all of the possible goals.
• Are the skills identified as a priority
for all team members?
• Are the skills developmentally and
individually appropriate?
• Are the skills necessary for the child’s
participation in most daily activities
or the general curriculum?
36
M ETHOD TO P RIORITIZE IEP
G OALS ( CONT.)
• Are the skills related to or aligned with the
general curriculum and state early learning
standards?
• Will intentional and individualized
instruction be provided throughout the
day (across activities, materials, and staff)
for the child to acquire and use the skill?
• Do the skills provide a scaffold for the
child’s progress to reach long term goals?
C OMPONENTS OF
M EASUREABLE G OALS
37
Timeframe Usually in weeks, months, or by a certain completion
date
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Child’s
name
Goal is written for the child
Conditions
Specifies the accommodations, description of the
assessment method, and/or the manner in which
progress will be measured
Behavior
Clearly identifies the performance that is being
monitored – observable and measureable – written in
positive terms
Criterion
Identifies how much, how often, and to what standards
the behavior must occur to demonstrate the goal has
been reached
S AMPLE G OAL
38
By June, 2011, when provided with writing utensils (e.g.,
crayons, markers, pencils) during activities such as art and small
groups, Katie will hold the writing utensils using a 3 point grasp
to create representational artwork (shapes, letters, figures) in 4
out of 5 opportunities per week.
Timeframe:
Child’s name:
Conditions:
KITS Technical
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Packet - 2006
Behavior:
Criterion:
39
G OALS AND O BJECTIVES R ATING
I NSTRUMENT (R-GORI)
Handout 8 - R-GORI Checklist
Tool for writing quality IEP
goals composed of 4 areas:
PrettiFrontczak, K.
and Bricker,
D. 2000
•
•
•
•
MEASURABILITY
FUNCTIONALITY
GENERALITY
INSTRUCTIONAL CONTEXT
40
G OALS AND O BJECTIVES
R ATING I NSTRUMENT (R-GORI)
MEASURABILITY
PrettiFrontczak, K.
and Bricker, D.
2000
• Does the target behavior have a
beginning and an end and can it
be seen and/or heard (i.e., is it
observable, is it an action)?
• Can you measure the child’s
performance over time either
qualitatively or quantitatively (i.e.,
determine mastery level)?
41
M EASURABILITY E XAMPLES
MEASUREABLE
NOT MEASUREABLE
Spontaneously or upon
request, Jacobi names at least
20 letters of the alphabet.
Jacobi knows the letters of the
alphabet.
Travarius responds with a
verbal or motor action to
group directions provided by
an adult.
Travarius participates during
group activities.
Kelli greets peers by vocalizing, Kelli gets along with peers.
verbalizing, hugging, patting,
touching, or smiling.
42
G OALS AND O BJECTIVES R ATING
I NSTRUMENT (R-GORI)
FUNCTIONALITY
PrettiFrontczak, K.
and Bricker, D.
2000
• Does the child need the target
behavior to participate in all/most
daily activities?
• Does the child need the target
behavior to complete all/most
daily activities?
43
F UNCTIONALITY E XAMPLES
FUNCTIONAL
NOT FUNCTIONAL
Jacobi will walk 15 steps
independently.
Jacobi will walk on a balance
beam for five steps alternating
feet.
Travarius will remain with the
activity for the duration of the
activity.
Travarius will sit at circle for 15
minutes.
Kelli will use words, phrases,
and sentences to communicate
with others.
Kelli will produce the p/b/t
sounds in isolation.
W HICH OF THESE ARE
FUNCTIONAL GOALS ?
44
Dinnebeil &
McInerney April, 2010
1.
Four year old Talisha will verbally respond
to another child who asks her a question.
2.
Five year old Robin will string 5, 1” beads on
a string, by herself.
3.
Five year old Justin will follow 2-step
directions provided by a familiar adult.
4.
Three year-old Rafi will stack 6, 1.5” blocks,
by himself.
“S O W HAT ?” T EST
45
KITS Technical
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
To determine if a goal is meaningful, the team asks,
“What will the ability to accomplish the goal do for
this child?”

If the team is unable to provide a good answer to the
“So what?” test, then the goal is not functional and
another goal should be selected.

Example: In 12 months, Abbie will respond to the
initiations of others (i.e., stay on topic, ask pertinent
questions, make related statements) for 2/3
opportunities during daily activities such as circle
time and small groups, as measured on 5 consecutive
structured observations.

So what?
46
G OALS AND O BJECTIVES R ATING
I NSTRUMENT (R-GORI)
GENERALITY
PrettiFrontczak, K.
and Bricker, D.
2000
• Does the skill represent a general
concept or class of responses?
• Can the skill be generalized or
demonstrated across a variety of
settings, activities materials,
and/or people?
47
G ENERALITY E XAMPLES
GENERAL
NON EXAMPLES
Jacobi will negotiate with
peers to resolve conflicts.
Jacobi will get along with peers
during free play.
Travarius will demonstrate
understanding of 10 different
qualitative concepts.
Travarius will understand
kindergarten science concepts.
Kelli will use sentences to
express anticipated outcomes.
Kelli will meet 60-month
communication milestones.
48
G OALS AND O BJECTIVES R ATING
I NSTRUMENT (R-GORI)
INSTRUCTIONAL CONTEXT
PrettiFrontczak, K.
and Bricker, D.
2000
• Can the skill be taught across
daily activities?
• Can the target behavior be
taught/addressed by various team
members (e.g., teachers,
therapists, parents)?
49
E XAMPLES OF
I NSTRUCTIONAL C ONTEXT
INSTRUCTIONAL CONTEXT
BEHAVIORS
NON- INSTRUCTIONAL
CONTEXT BEHAVIORS
Jacobi will demonstrate 1-to-1 Jacobi will count cheerios on
correspondence during
her plate at snack.
activities and games.
Travarius will perform a
familiar daily job in the
classroom.
Travarius will follow steps to
feed the fish in the classroom.
Kelli will use a three point
grasp to write her name.
Kelli will use a three point
grasp to put clothespins in a
bottle.
S TRANGER T EST
50
KITS Technical
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
Goals should be written so that anyone who is
working with the child, including the parents, can
understand the goal and use the information to
develop appropriate intervention plans and monitor
and report the child’s progress.

Example: In 12 months, Abbie will respond to the
initiations of others (i.e., stay on topic, ask pertinent
questions, make related statements) for 2/3
opportunities during daily activities such as circle
and small groups, as measured on 5 consecutive
structured observations.
51
W HAT D O Y OU T HINK OF
T HIS G OAL ?
Remember this PLAAFP?: Chris is able to build simple
block structures. He can cut on a line when assisted
with hand placement on scissors and copy vertical and
horizontal lines. He switches the writing utensil from his
right to his left hands frequently during all activities.
KITS Technical
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Goal: In 36 weeks, Chris will improve his fine motor skills
within the daily classroom routine to a more appropriate
age level by meeting the listed benchmarks.
W HICH ONE OF THESE GOALS
IS NOT MEASUREABLE ?
52
KITS Technical
Assistance
Packet - 2006

In 36 weeks, Misty will cooperatively play with
peers (do the same activities and talk to one
another) for at least 5 minutes during childinitiated activities, across at least 3 activities or
routines per day, for 5 consecutive days.

By December 1, 2010, when given a verbal
direction by an adult, Robin will begin to comply
with the direction within 10 seconds.
53
T HINGS
TO
R EMEMBER
Goals which use participation as a criteria or focus on
a one-time event are not appropriate.
• Blake will participate in the field trip….
• Kenya will participate in the holiday skit…
Annual goals must reflect observable behavior that
can be objectively measured.
KITS Technical
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• Examples - look, give, count, point, name, say, jump, cut,
complete, label, reach, request
• Non examples – increase, know, improve, understand, try,
appreciate, explore
54
M ORE T HINGS TO R EMEMBER
A goal may address several needs identified in the
PLAAFP.
• Although each concern must be addressed in the IEP,
there does not need be a 1-to-1 correspondence between
concerns and goals.
Goals should be written collaboratively rather than by
discipline.
KITS Technical
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• Max will sit with peers while engaged in structured,
small-group tasks for 20-30 minutes, twice a day, while
wearing a deep-pressure vest.
55
L AST T HINGS TO R EMEMBER
Goals are not measureable if they do not contain
objective conditions and criteria for success
• Sophie will engage in problem solving with 85% accuracy.
• John will improve his fine motor skills.
Measureable annual goals should be based on
appropriate activities and linked to standards
KITS Technical
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• Marissa will write her name to teacher satisfaction.
• 2 year old Amari will count from 1 to 100 backwards with
80% accuracy.
M EASURING P ROGRESS AND
R EPORTING TO PARENTS
56

How will the child’s progress be measured?

When will the child's progress be measured?

How well will the child need to perform to
achieve the IEP goals?

How often will periodic reports on the child’s
progress toward meeting the annual goals be
reported to parents?
Writing Goals
Handouts 3 and 9 Case Study 1 and 2
57
JOSÉ
58
The First IEP:
Parent
Perspectives
I NITIAL IEP M EETING
59
Q UESTIONS A BOUT V IDEO C LIP



How did the speech pathologist, as a member of
the team, gather information about the child’s
development?
Did the sample objective contain the 4
components: measurability, functionality,
generality, instructional context?
OBJECTIVE: When presented with an array of three
pictures labeled through partner assisted scanning,
Cole will independently indicate preference for an
activity by activating a voice output switch at least
5 times a day for 3 consecutive days.
T HE IEP: A 6-S TEP P ROCESS
60
1.
Gathering Information and Developing Present Level
Statements (PLAAFPs)
2.
Writing Measurable Annual Goals (MAGs)
3.
Writing Short Term Objectives (STOs)/Benchmarks
4.
Implementation of the IEP/Development of Activity
Matrix
5.
Monitoring and Reporting Progress
6.
Reviewing and Revising the IEP
61
3. W RITING S HORT T ERM
O BJECTIVES /B ENCHMARKS
S HORT T ERM O BJECTIVES
(STO) AND B ENCHMARKS
62
KITS Technical
Assistance
Packet - 2006

IDEA 2004 eliminated the requirement to include
STOs or benchmarks for each annual goal for
preschool children (and any student not taking
alternate state assessments).

Some LEAs may require them, so it is important to
know and follow your district policy.

STOs and benchmarks are still considered best
practice in monitoring and reporting progress toward
the overall goal and teams may use them if they
choose.
S HORT T ERM O BJECTIVES
63





KITS Technical
Assistance
Packet - 2006


Define the intermediate steps needed to
achieve the goal
Are measureable and comprehensive
Represent a sequential breakdown of major
components of a goal
Are general indicators of progress, not a
detailed instructional plan
Include timeframe, conditions, behavior, and
criteria
May be sequential or parallel
Are written so that each goal has a minimum of
two STOs
64
E XAMPLE
OF
STO S
GOAL: In 36 weeks, Kennedy will independently walk
across a variety of surfaces (e.g., carpet, grass, cement,
dirt) for 15 feet at home, at child care, and in the
community, 3 times a day for 2 weeks.
STO 1: Kennedy will walk for 15 feet , with assistance
(holding onto an adult’s hand or railing), across one
type of surface, 3 times a day for 2 weeks
PrettiFrontczak, K.
and Bricker, D.
2000
STO 2: Kennedy will walk for 15 feet , with assistance
(holding onto an adult’s hand or railing), across two
types of surfaces, 3 times a day for 2 weeks
B ENCHMARKS
65







KITS Technical
Assistance
Packet - 2006

Define major milestones to accomplish a goal
Are measureable
Define previously established performance
levels
Are major milestones or precursor steps
Are written in sequential or hierarchical order
Include timeframe, condition, and behavior
Are written so that each goal has a minimum
of two benchmarks
Do not include criterion – Can the child do the
skill or not?
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E XAMPLE
OF
B ENCHMARKS
GOAL: In 36 weeks, Kennedy will independently walk
across a variety of surfaces (e.g., carpet, grass, cement,
dirt) for 15 feet at home, at child care, and in the
community, 3 times a day for 2 weeks.
1.1 Kennedy will walk for up to 15 feet holding onto
parent’s or teacher’s hand, once a day for 2 weeks
1.2 Kennedy will move around the house and the
classroom by holding onto the furniture, 3 times a day for
2 weeks.
PrettiFrontczak, K.
and Bricker, D.
2000
1.3 Kennedy will pull herself up at home and at child care,
twice a day for 2 weeks.
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A DDITIONAL C OMPONENTS OF
THE IEP
T HE IEP MUST ALSO
C ONTAIN :
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A statement of:
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
Special education and related services

Supplementary aids and services

Program modifications or supports for school personnel

Accommodations

Service delivery - date, duration, location, frequency

Extent of nonparticipation with typically developing peers

Educational placement

How the child’s progress toward meeting the annual goals will be
measured and when reported

Consideration of extended school year (ESY) services
S PECIAL E DUCATION AND
R ELATED S ERVICES
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
Special education is defined as specially designed
instruction to meet the unique needs of a child with
a disability.

Related services are services that are needed to
assist children with disabilities to benefit from special
education. Examples include transportation, speechlanguage pathology, audiology services, interpreting
services, psychological services, therapeutic
recreation, parent training, orientation and mobility
services, etc.

Programs and services must be based on peerreviewed research, to the extent practical.
S UPPLEMENTARY A IDES AND
S ERVICES
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www.nichy.org

Outlines the exact nature of specialized services or
devices required to enable the child to progress
toward annual goals while participating in the
general curriculum.

Examples include, but are not limited to, electronic
communication devices, low-tech devices and aides,
preferential seating, peer mediated learning, and
computer programs to assist with specific skills.
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www.nichy.org
P ROGRAM M ODIFICATIONS OR
S UPPORTS FOR S CHOOL P ERSONNEL

Describes modifications and supports needed to help
the child advance toward annual goals, provide access
to all aspects of the curriculum, and be included with
typically developing peers.

Examples include, but are not limited to, staff training,
physical modifications of the classroom, and individual
assistance as determined by the IEP team.
A CCOMMODATIONS
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Handout 10 – Accommodations
Individual accommodations are put in place to help
children access the general curriculum, meet their IEP
goals, or demonstrate what they know. Some examples:
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
Use visual schedule, visual cues, and social stories

Use assistive technology

Use a buddy program

Use individualized or small group instruction

Get child’s attention and stand close when giving
instructions
S ERVICE D ELIVERY
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Statement about:
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
When the services to be provided will begin

How often they will be provided

Where they will be provided

How long they will last
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E XTENT OF N ONPARTICIPATION

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Explanation of the extent, if any, to which
the child will NOT participate with
typically developing peers in the regular
class and in activities already described.
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E DUCATIONAL P LACEMENTS
Each LEA must ensure that, to the maximum extent appropriate,
children with disabilities are educated with children who are
nondisabled
AND
special classes, separate schooling, or other removal of children
with disabilities from the regular educational environment occurs
ONLY
if the nature and severity of the disability is such that education
in regular classes with the use of supplementary aids and services
cannot be achieved satisfactorily.
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E DUCATIONAL P LACEMENTS
76
www.nichy.org

Parents are members of the team that decides the
child’s placement. The decision about placement
cannot be made until after the IEP team, which
includes the parent, reaches consensus about the
child’s needs, program, and goals.

Placement decisions must be based on a child’s unique
needs and IEP, not on administrative convenience,
disability/program label, available slots, or allocation of
funds.

Although the law is clear on this issue, the child’s
“label” sometimes drives decisions about services and
placement.
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Accessible
IEPs for All
P LACEMENT
IN THE
LRE
R EVISIT J ACKS A CTIVITY
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Handout 11 – Essential Elements of PLAAFPs & MAGs
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



Return to your small groups from the Jacks Activity
Look at the PLAAFP and MAG you wrote. Based on
what you’ve learned today, do they need to be
edited?
Edit PLAAFP and MAG as needed.
Discuss any special factors that may have influenced
the performance of the player (with the PLAAFP
and MAG).
As a large group, share changes the groups made to
their PLAAFPs and MAGs.
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F OLLOW -U P A CTIVITY
See Handout 12 for more information.
Complete this follow-up activity and bring to
Session 2 or follow the instructions provided
by your facilitator.
Use the case study on Jillian Morgan provided
to develop a PLAAFP and MAG in the
personal-social domain.
In the next session, be prepared to share how
you used the materials from Session 1 in your
work.
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C ONTACT I NFORMATION
Facilitator information here