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IEP Conponents - Coggle Diagram
IEP Conponents
Child's Current Skill Level
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They need to know how and where the disability is affecting their performance before they can set up annual goals and objectives
This is done with gathering of anecdotal and progress data from the classroom teacher and assessment of all the areas of concern.
The data is used as the baseline for the IEP and allows the team ability to track progress towards goals.
The statement is the starting point of all IEP's and should include the following: academics, life skills, physical functioning, social and behavioral skills, and any other areas affecting the child's ability to learn
Before the IEP Team can write an IEP, the team needs to know the child's present skill level and functioning performance
Statements of Measurability of Annual Goals
The goals should include functional skills needed to progress towards the annual goal
These measurable goals need to be updated annually to make sure the student is receiving the appropriate services needed to succeed, and if possible move more toward the general education classroom/curriculum.
If the goal is not going to provide necessary results then it should not be put into the IEP.
The IEP must contain measurable goals that are meaningful in order to track progress of the student and IEP accountability.
How Progress will be Tracked
Description of the Special Education Services they will receive
Statement of How the Child will Participate in
General Educational program
In order to be within FAPE, the child needs to be educated in the LRE to the greatest extent possible.
The IEP team needs to make a plan that allows for the student to have as much time in general education that is appropriate
Describe Testing Adaptation and Modifications
Explain the amount and duration of services
Statement of Transition into adult life and independence