Writing Meaningful IEPs
M A R L A A L D R I C H , S P E C I A L E D U C AT I O N
C O O R D I N AT O R
D E B B I E WA L K E R , S P E C I A L E D U C AT I O N P RO G R A M
AREA SPECIALIST
A D R I A E L L I S, B E H AV I O R A L S P E C I A L I S T
Helpful Hints for Holding Meaningful Meetings
 Agenda
Have and follow a printed agenda
 Current IEP
Before discussing DRAFT IEP, review student’s progress on his/her CURRENT IEP
 Paraphrasing
DO NOT read a student’s profile verbatim. This, to parents, sounds very impersonal.
Give a verbal overview of the profile and ask if any changes need to be considered.
Paraphrasing gives additional time to discuss goals, objectives, and programming
concerns.
 Draft/Final Copy
Ask parents for input prior to developing the draft IEP.
You MUST send home a DRAFT of the IEP several days before the meeting so
parents can familiarize themselves with the content, as well as make suggestions
during/before the meeting.
“The time spent in planning a meeting will pay off as the meeting runs more smoothly
and takes less time.” (JDL, 1999)
IEP must be completed during the meeting. Do not have the team sign the signature
page when the IEP is not complete. Parents need to take home a final version
when they leave the meeting.
Helpful Hints for Writing Meaningful IEPs
 IEP checklist
This should be brought to the meeting already checked off to indicate
that all items have been addressed in the document.
 Profile
Use bullets/subheaders in writing IEP. This helps with organization and
eases reading/understanding for all, especially general education
teachers/service providers.
Validate statements with facts/examples.
 Alabama Courses of Study or Extended Standards must
be used to generate goals
REMINDERS
 IEPs must be “reasonably calculated” to provide “some
educational benefit.”
 IEPs must be related to Courses of Study or Extended Standards
AND be individualized.
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When using the Courses of Study, the goals do not have to be on grade level
(they shouldn’t be or why would there be a goal…?). Goal is “related to” the
COS; it is not THE COS objective.
When using the Extended Standards (for students on the AAA), the goals MUST
be on grade level; however, methods and how one reaches the goals are
individualized (independent, with prompting, hand over hand, etc.)
 IEPs should not look identical to one another, nor should they be
identical to the COS which would simply be a re-write of the
curriculum.
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Identify specific content area needs/weaknesses
Individualize to student’s specific needs
IEP Profile
 Profile Components:
 Short, personal narrative of student; include descriptive statements about student to personalize the IEP (likes,
dislikes, preferences, school history, family information, etc.)
 Assessment Data
 Areas of strengths (relative) and needs (the identification of such is based on collected DATA that is listed and
described). COS/Extended Standards notation may be included in profile, though not required. (It is required
in Annual Goals/PLOAA.)
 Medical Information, as applicable
 Teacher and Parent Input
 Behavior and Attendance
 Transition Needs/Preferences
 Progress Toward CURRENT Annual Goals-were they mastered or will they be continued?
 How the disability affects learning and participation in the general education curriculum. In other words: How
do the student’s behavior, achievement, and ability relate to their learning, behavior, and participation in the
general education curriculum or social interactions with peers? Be very specific! The adverse effect can’t be
due to the student’s area of disability.
 The IEP profile should not include services to be delivered; this information is to be included
in the Services tabs and associated with specific goals! Services currently in place can be
stated.
IEP Template for Profile Page
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“Student’s name is a ______________.” (personal information needed to paint accurate picture of
student – list POSITIVE attributes)
Report actual facts/observations, not your opinion. Report how you know the student preferences/nonpreferences.
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“Student’s name’s strength(s) is/are in/related to ________________________________.”
List individual skills and refer to the content standard if reading and math, (plus science, if AAA)
Provide documentation of statement: teacher-made test, QRI, SAT/ARMT/AHSGE, work samples, RECENT
individual testing results, etc. IEP must be data-driven!
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“Student’s name’s weakness(es)/need(s) are in/are related to _____________________________.
List “area” (reading comprehension, math applications, etc) of disability as a weakness. Don’t forget to
identify behavior as a weakness , if applicable - especially if student is ED/OHI due to ADHD.
List specific areas of needs/weakness and reference the content standard if reading or math (and science,
if AAA)
Provide documentation of statement: teacher-made test, QRI, work samples, etc.
Include data (SKILLS) from any scientifically research-based programs used (Fast Math, SRA, Read 180, VMath, Edmark, Failure Free, etc.)
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STATE HOW DISABILITY AFFECTS INVOLVEMENT IN THE GEN. ED. CURRICULUM!!!! Do NOT simply state the
actual disability (OHI, SLD), but indicate how the specific skills deficits impede his/her ability to be successful
in the general education curriculum.
Profile Template
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Assessments/Evaluations:
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SAT (recent-April 2010):Make sure to describe what scores mean: Stanines 1-3 below average, 4-6
average, 7-9 above average)
Reading: list stanine
Language: list stanine
Math: list stanine
Other area tested: list stanine
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Alabama Reading and Math Test (ARMT) April 2010
Make sure to describe what scores mean: Scores of 1-2 are below expected proficiency level; 3 meets
expected proficiency level; 4 exceeds expected proficiency level.
Reading: list level
Math: list level
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Alabama Direct Assessment of Writing (ADAW): (list year)
Scores of 1-2 below expected proficiency level; 3 meets expected proficiency level; 4 exceeds expected
proficiency level.
Level (student’s level number)
Profile Template
 Alabama High School Graduation Exam (AHSGE): (list date taken)
Math: student’s score/477
Science: student’s score/491
Soc. Studies: student’s score/509
Reading: student’s score/563
Language: student’s score/560
 Qualitative Reading Inventory (QRI): (list last date assessed)
“Student’s name scored independent/frustration level for grade ___ for word list
and independent/frustration level for grade _____ for comprehension (both
explicit and implicit questions).
 ***Also include other data (SCORES) from SRA, Failure Free, Fast Math, Edmark, V-
Math, or Read 180.
 Be sure to explain significance of SCORES!
Profile Template
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Grades (year-to-date averages as of date):
Included current grades in English, Math, Reading, Science, PE, Academic Enhancment, etc.
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Attendance & Behavior: (list date and type of data collected) (if applicable)
“According to attendance and discipline records student’s name has ____ absences and ___ tardies for
the school year. Student’s name also has _______ incidences of discipline for the following
reasons:_______.” OR, Based on behavior charting/behavioral data, Student’s name struggles to
_________________ (comply with teacher directives, follow school/class rules, get along with peers, etc.).
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High School Credits: (list date of last transcript) (only for students entering grades10-12)
Student’s name has earned credits in:
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Math: (list credits hours earned)
English: (list credits hours earned)
Science: (list credits hours earned)
History: (list credits hours earned)
PE/JROTC: (list credits hours earned)
Fine Arts: (list credits hours earned)
Health: (list credits hours earned)
BTE: (list credits hours earned)
Work Force Essentials: (required AOD only!)
Career Tech: (required AOD only!)
“He/She lacks __#__ of credits in _____.
Profile Template
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Status of Prior IEP goals: (give date of IEP from which goals are taken):
List areas and yearly goals– provide detailed documentation to support mastery/non-mastery of goal
What was effective that should be included in the development of the new IEP?
Were there any areas did the student not receive educational benefit? Why not?
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Accommodations received during the last IEP duration: list all accommodations (including those that were provided and
not included on the last IEP)
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Transition Assessment: (for students who will be at least 16 years of age during THIS IEP duration or for ANY student
entering 9th grade during duration of IEP)
“Based on ___________ career assessment, student’s name has expressed interest in: list all areas of interest according to
the assessment. “
“Based on ______________________ transition assessment, Student’s name struggles with ______________ (areas
needed to be addressed as part of transition in the IEP-for example: financial management, self-advocacy, etc.).”

Teacher/Parent/Student Input:
Student’s teachers feel that ….. list all positive and negative comments regarding performance in the classroom in regards
to academics and behavior (if applicable)
Parents report…..
Student indicates….
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Exit-Option Statement: (only for students entering grades 9-12)
Goal Page Components
 Present Level must include the following:
 Strengths related to content area with COS notation (what student CAN do)
 Needs/weaknesses related to content area with COS notation (what the student is not yet
able to do)
 Statement of how the disability (stated as a struggle/weakness) affects academic
functioning within the content area
 Annual Goals must be:
 COS related (w/ COS or Extended Standard notation)
 Written to increase performance by at least one year (preferably more, to “close the
gap”) above present level
 Measurable
 Stated within a time frame and mastery level for measurement
 Benchmarks are required for all students (Shelby County procedure)
 Increase in difficulty where students must accomplish the benchmark sequentially
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Increase proficiency level (2/5 opportunities, 3/5, 4/5, etc.; increase accuracy level)
Target important skills within an area where students do not have to accomplish
sequentially
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Example: Greet peers, answer yes/no question, request assistance
Services
 List all services required to adequately implement and support student.
 Reading accomodations/modifications
 Writing accommodations/modifications
 Grading accommodations/modifications
 Assistive Technology
 Materials/supplies
 Modified curriculum
 Interventions targeted to the impact of each student’s disability on his/her academic
performance
 Level of support
 Related services (Speech, OT, PT, APE, etc.)
 Testing Accommodations
 Students with significant cognitive disabilities-consider which students need to be working
on the Extended Standards/Alabama Alternate Assessment
 Testing accommodations-must be used throughout the school year in order to be provided
on standardized testing
 For every student who has accommodations, give testing accommodations pages to
the school counselor
LRE Components
 Determination of where and how the services will be
delivered must be based on DATA from profile and goal
pages.
 Tally only separate instruction/services. Do not count
inclusive services toward one’s LRE tabulation.
 Studies have repeatedly shown that the more students are
included in the general education setting with appropriate
support, the better they do on assessments (McDonnell et.
al., 2001).
 Start LRE discussion with general education classroom.
Academic
Sample Case Study
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Student: Anita Yourassistance
Grade: 7th
Content Area: Reading/Math
6th Grade ARMT results:
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ARMT Reading-Level III (meets expectations)-Lowest area: 4/15 points in “Apply
strategies to comprehend textual informational and functional materials.”
Reading-CBM/Benchmark Tests-show consistently that Anita cannot read to gain
information from textual/informational materials.
Reading-Anecdotal Information-Anita struggles with compiling information for research
projects. Scanning/analyzing research materials for the purpose of writing is an area of
weakness. Records show that she scored very poorly on the ADAW in the 5th grade.
SAT Reading-scored in the middle range on all reading subtests.
ARMT Math-Level II- Lowest areas:1/12 points : “Solve problems involving perimeter and
area of parallelograms and rectangles”; 1/6 points: “Interpret information from graphs”.
SAT Math-scored lowest in: data statistics and probability”
Math-CBM/Benchmark Tests-scoring low in decimals, fractions, geometry & interpreting
bar graphs
Anita Yourassistance’s Goals
 Reading (comprehension)
Goal #1 Anita will demonstrate comprehension of grade level functional/informational reading materials by writing a brief summary after reading a functional/informational passage
with at least 80% accuracy (or 4/5 facts correct) by the end of the school year (LA 6.4)-example of functional materials: newspaper, encyclopedias, Wikipedia, etc.
Benchmark #1
Benchmark #2
Benchmark #3
By the end of the 1st nine weeks, Anita will answer 3/5 questions correctly after reading a functional/informational passage on an ending 5th grade level (LA 6.4)
By the end of the 2nd nine weeks, Anita will answer 4/5 questions correctly after reading a functional/informational passage on a beginning sixth grade level(LA 6.4)
By the end of the 3rd nine weeks, after reading a functional/informational passage on a beginning sixth grade level, Anita will write a brief summary stating at least
three facts found in the reading passage.
 Math
Goal #1 Anita will solve problems involving additional and subtraction of decimals and fractions with at least 80% accuracy by the end of the 4th nine weeks (M6.2.1).
Benchmark #1
Benchmark #2
Benchmark #3
Benchmark#4
By the end of the 1st nine weeks , Anita will solve problems involving addition of decimals with at least 80% accuracy (M 6.2.1).
By the end of the 2nd nine weeks, Anita will solve problems involving subtraction of decimals with at least 80% accuracy (M 6.2.1).
By the end of the 3rd nine weeks, Anita will solve problems involving addition of fractions with at least 80% accuracy (M 6.2.1).
By the end of the 4th nine weeks, Anita will solve problems involving subtraction of fractions with at least 80% accuracy (M 6.2.1).
Goal #2 Anita will find the perimeter and area of parallelograms and rectangles with at least 80% accuracy by the end of the 4th nine weeks (M6.7).
Benchmark #1
Benchmark #2
By the end of the 1st nine weeks , Anita will find the perimeter of parallelograms and rectangle with 70% accuracy (M 6.7).
By the end of the 3rd nine weeks, Anita will find the area of parallelograms and rectangles with 70% accuracy (M 6.7).
Goal #3 Anita will analyze data collected from a survey and construct a bar graph or circle graph representing the numerical data collected with at least 80% accuracy by the end of
the 4th nine weeks (M 6.10).
Write benchmarks with your team!
Group Assignment
 Get with your team to analyze the data given to you on
the following slide related to Johnny Begood. Work with
your team to write a meaningful, data driven, COSrelated goal(s) for Math for this student using the pages
copied from the Math Curriculum Guide.
Student: Johnny Begood
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Student: Johnny Begood
Grade: 7th
Content Area: Reading/Math
6th Grade ARMT/SAT results:
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ARMT Reading-Level IV (Exceeds Standards)
SAT Reading-scored high in range on all Reading subtests
Reading-CBM/Benchmark Tests-indicates mastery of most reading areas, slight weakness in reading
comprehension
Reading Anecdotal records-teacher reports that Johnny is impatient and does not persevere through
reading long articles or passages and this affects his score on assessments-classroom and
standardized.
ARMT Math-Level II-Lowest areas-scored 0/5 “solve problems using numeric and geometric patterns”,
scored 0/4 “classify angles as acute, obtuse, right, or straight”.
SAT Math-scored lowest in “Geometry and Measurement”
Math-CBM/Benchmark Tests- indicates weakness in the areas of geometry and also in multiplication of
integers
Math Anecdotal records-teacher reports that Johnny struggles with geometry. He is inconsistent with
weaknesses in multiplication of integers and the teacher feels that he sometimes gets his mult. facts
mixed up.
Johnny Begood’s IEP Goals
 Math-
Behavior Case Study
 John Doe is a 4th grade student with Autism. He is included in the general education
classroom for all subjects and typically does well academically. He is in all inclusive
classrooms throughout the day. The special ed. staff in those classes report that he
can be self-injurious. Data collected in an FBA shows patterns of self-injurious
behaviors following a change in routine or if there is anxiety around an undesired
activity that he wishes to avoid. In addition to being self-injurious (bites his arm or
bangs his head), he will scream out in addition to the self-injury. Because of this, he
does have behavior that impedes his learning, as well as the learning of others. This
has been addressed on the profile of his IEP on the correct field and now we are
following up with a behavior goal that is meaningful to help address this behavior.
The FBA also included an interest inventory to determine effective target behavior
reinforcements to use with John. The inventory showed that John enjoys using a
“magna-doodle” and he also enjoys using the computer. A behavior plan will need
to be written, as well. Based on the data collected within the FBA, it has been
determined that John’s self-injurious and disruptive behaviors occur daily and on
average, about 40% of the time, which means he is currently behaving
appropriately approximately 60% of the time.
Remember:
 ABC’s of Behavior
 A=Antecedent
 B=Behavior
 C=Consequence (result)
Behavior Goal for John Doe
 John will attend to non-preferred activities/tasks and
transition from one activity to the next without becoming
self-injurious for least 8 of 10 opportunities of the time by
the end of the school year.
Student: John Doe
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John struggles with self-regulation when he is frustrated or anxious and he also struggles with unanticipated transition
between activities. When he wishes to avoid a task or if he becomes frustrated due to a loot of transition, he will become
self-injurious by biting his arm or banging his head. Sometimes, he will also scream, which is disruptive to the environment.
Behavior Goal:
John will attend
to unwanted
activities/tasks and
will be able to
transition from one
activity to the next
without becoming selfInjurious for least 8 of
10 opportunities by the
end of the school year.
 Accommodations: more Weekly:
Visual cues need to be
built into John’s day.
He will be provided with a
visual schedule, as well as a timer
for visual cuing to help with
transition and anticipation of
changes to his routine.
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Positive Behavioral
Supports/Strategies for
teaching replacement behavior
through reinforcement:
Daily: John will be given a behavior
chart to keep with him in order to
self-monitor. After each class that
he has been able to exhibit selfregulation, he will be allowed to
spend 5 minutes on the “magna
doodle”.
At the end of the week, if he
has shown self-regulation at least
60% of the time, he will be allowed
to spend 30 minutes on the computer at
the end of the day.
Instruct John in appropriate responses to
frustration.
Teach problem-solving skills.
Provide “calm down” for lowering frustration.
Shorten undesirable tasks and lengthen them
as John builds stamina.
Persons Responsible:
Case Manager, Inclusion
Staff
*This BIP will need to be
revised at least once
monthly to begin fading
supports (reduce time
for reinforces and
increase time for selfregulation) in order to
work toward greater
mastery of behavior
goal and increasing
greater independence.
John Doe’s Weekly Behavior Chart
 Goal: John will attend to unwanted activities/tasks and will
transition from one activity to the next without becoming
self-injurious for at least 8 of 10 opportunities by the end
of the school year.
 Behavior Chart Attached
Behavior-Adam
 Adam is a male in the 5th grade. He is currently being served under
the classification of Emotional Disturbance. Adam has been written
up many times during this SY. He often spends much of school day in
the office. Adam scores well on standardized tests. However, his
behavior and consequences for such interfere with his academic
progress, thus his grades do not align with his standardized test
scores. An FBA has been conducted and the data shows that Adam is
tactile defensive and will become aggressive towards others if
someone bumps into him accidentally or comes into his “space”-even
if this is accidental. He has incidents of aggressive behavior at least
3-4 times a week. The FBA also included an interest inventory to help
determine the reinforces that can be incorporated into his plan to
help teach/reinforce replacement behaviors. He is interested in legos
and enjoys helping others.
Adam’s IEP Behavior Goal
 Goal:
______________________________________________
______________________________________________
___________________
 Services:
______________________________________________
______________________________________________
___________________
Adam
 Student: Adam G.
______________________________________________
____________________________
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Behavioral Goal: Positive Behavioral Supports/Strategies
for teaching replacement behavior
through reinforcement
______________ ________________________________
______________ ________________________________
______________ ________________________________
______________ ________________________________
______________ ________________________________
______________ ________________________________
______________ ________________________________
Persons Responsible
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
 This BIP format is not the “form of choice” for Shelby County Schools-this format is just
intended as a tool for this training.