Marybeth+Fafalla-+IEP

= **Individualized Education Plan (IEP)** =

The IEP is an extremely important document for students who are receiving special education services in schools. This document contains observable and measurable goals and objectives developed by members of the IEP team which are monitored throughout the year. It outlines a student's unique education plan, modifications, accommodations, and the related services he or she will receive in order to support their progress through school. You can find Connecticut's IEP form and other forms related to the IEP process by visiting the Connecticut State Department of Education website and scrolling down to the blue and white table. The IEP form can be downloaded in English or Spanish and is a great document to examine prior to an IEP meeting. Some areas of particular interest include: (CSDE, 2010)  This article written by a member of The Advocacy Institute is a great resource for parents who want to know more about the IEP. It also includes many "Parent Tips" throughout the article to help you prepare for your child's IEP meeting. Back to main page References
 * Primary Disability
 * This section is completed dependent on the student's disability as outlined by IDEA. Although a student may have more than one disability, the area which causes the largest educational impact must be checked. The areas for which IDEA approves special education services are:
 * Intellectual Disability
 * Hearing Impairment
 * Speech or Language Impairment
 * Visual Impairment
 * Emotional Disturbance
 * Orthopedic Impairment
 * Other Health Impairment
 * ADD/ADHD
 * Specific Learning Disability
 * Deaf-Blindness
 * Multiple Disabilities
 * Autism
 * Traumatic Brain Injury
 * Developmental Delay (ages 3-5)
 * Recommendations
 * Recommendations are determined by discussion among the PPT and based off of data and observations by team members. These should be specific and agreed upon by parents, students, teachers.
 * General Information
 * Present levels of academic achievement and functional performance
 * Information from multiple assessments (both formal and informal), observational data & information from classroom teachers.
 * Includes both strengths and areas of concern
 * Outlines need for specialized instruction and what that instruction looks like
 * Describes the impact of the student's disability on educational performance
 * Goals and Objectives
 * Transition Planning
 * Transition planning must be documented in the IEP when a student reaches the age of 15 (or if it is the first IEP to be in effect when the student turns 16)
 * Student must be invited to attend the PPT meeting and be involved in activities to enhance transition planning (age-appropriate assessments, job shadows, etc...)
 * Post-School Outcome Goal Statements and transition services
 * Measurable Annual Goals and Short Term Objectives
 * Should be developed based on the general information provided by evaluators, teachers, related service providers, parents and students.
 * Goals must be specific and measurable and relate to areas of weakness.
 * Objectives are short term benchmarks which lead to the accomplishment of the annual goal.