IEP Components
This section addresses what the parent and/or student want to see addressed in this IEP to enhance the student's education?
What is Parent and/or Student Concerns.
Equal partners in the Team process. They have the right to be involved in meetings that discuss the identification, evaluation, IEP development and educational placement of their child.
Who are Parents.
The skill or behavior in need of change.
What is Target Behavior.
Federal Law that mandates that students with disabilities must be educated with their non-disabled peers to the maximum extent appropriate based on the student’s needs
What is Least Restrictive Environment.
This describes what the student CAN do currently.
What is Current Performance Level.
This section address how the disability affects progress toward general curriculum, accommodations, and specially designed instruction.
What is Present Level of Educational Performance: General Curriculum (PLEP A).
Beginning at age 14, they are required to participate in their IEP meetings and should drive the process by identifying their own postsecondary goals.
Who are Students.
The circumstances under which the target behavior is to occur.
What is Condition.
Federal Law that ensures that all students with disabilities receive an appropriate public education at no expense to the family.
What is Free and Appropriate Public Education (FAPE).
The Director of Special Education for the Attleboro Public School System.
Who is Ivone Medeiros.
This section considers the next 1 to 5 year period when developing this statement. Beginning no later than age 14, the statement should be based on the student's preferences and interest, and should include desired outcomes in adult living, post-secondary and working environments.
What is the Vision Statement.
They bring expertise on the general curriculum, how the student is progressing in the general curriculum, and ideas about positive behavioral interventions.
Who are General Educators.
The acceptable level of performance of the target behavior.
What is Criteria.
Specific procedures that protect the rights of students and parents with disabilities are meant to help make the complicated special education process more predictable and dependable.
These are staff members that facilitate Team meetings, proofread IEP's, and are available to help answer any questions you have.
(Plus just a few more responsibilities, "insert wink")
Who are Team Facilitators.
This section address how the disability affects progress toward other educational needs, accommodations, and specially designed instruction.
What is Present Level of Educational Performance: Other Educational Needs (PLEP B)
Who are Special Educators.
Break the Measurable Annual Goal into discrete components that are short-term, measurable, intermediate steps.
What is Measurable Objectives.
The law provides a number of protections to ensure that each student receives regular, appropriate, and comprehensive evaluations.
What is an Appropriate Evaluation.
1 Blue Pride Way
What is AHS' new address.
This section identifies if a student is removed from the general education classroom at any time and describes why removal is considered critical to the student's program?
They bring specialized expertise on disabilities. They may have concentrated on a specific aspect of the disability in order to provide and design special education services.
Who are Related Service Providers.
Break the Measurable Annual Goal into major milestones that the student is expected to reach within a specified period of time.
What is Measurable Benchmarks.
Parents and students are partners with the school district throughout the entire special education process.
What is Parent and Student Participation.
Things one should do after an IEP meeting.
What is (most any answer is correct):
laugh, breathe, smile, relax!