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The I.E.P. Process ((Developmental Delays, Developmental disabilities are…

- - - - The teacher should provide examples of the student’s work and/or anecdotal classroom notes regarding the student’s needs.
        
        The problems that are being exhibited by the student may be “solved” with the careful execution of a cooperative plan of action between the teacher and the parents.
        
        It is critically important that the teacher document all actions and strategies used in the classroom and the impact on the student.
        
        If the teacher, after a period of time, determines the problem cannot be controlled with simple classroom interventions, then the teacher should notify the parents/guardians that they will be asking for outside help from a school-based pre-referral team.
- - - - Continuum of services, which include:
        
        Three levels of intervention
        
        Tier 2: Provides targeted group instruction or some form of group remediation to improve performance.
        
        Tier 3: Intensive, individualized interventions.
        
        Tier 1: Focused on utilizing high-quality general education instruction in the core curriculum with all students.
        
        High-quality instruction and tiered evidence-based or practicbased intervention strategies aligned with individual student needs;
        
        Frequent monitoring of progress to make results-based academic or behavioral decisions; and
        
        Application of child response data to important educational decisions
- - - - School personnel (including general education teachers, special education teachers, counselors, administrators, etc.);
      - Child’s parent(s) or legal guardian(s);
      - Any other person involved in the education or care of the child.
- - - - A statement of special transportation needs
      - A statement of opportunities to participate in nonacademic and extracurricular activities with their non-disabled peers
      - A statement of “special instructional factors” (such as the need for assistive technology, braille, or transition services).
      - EP initiation and duration dates: the goals expressly stated in an IEP begin on the date, stated in the IEP meeting, and are in effect until the date stated in the IEP.
      - A Behavior Intervention Plan (BIP) if the student’s behavior is a concern and a functional behavioral assessment has been done or needs to be conducted
      - The signature page which provides a statement of least restrictive environment (LRE) and has the signatures of all members present at the meeting.
      - A student profile that provides background information about the student.
      - For students 16 years and older; the plans and activities for the student’s transition from high school will be addressed
      - A statement of the frequency and method of reports of goal attainment for parents or guardians.
        
        Benchmark pages are included and focus on specific areas that need special education services (such as reading, math, PE, etc.). The benchmark pages include: Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements,
        
        Measurable Annual Goals,
        
        Evaluations used to measure annual goals,
        
        Benchmarks to be achieved to meet the annual goals,
        
        Special education and related services needed to achieve the annual goal (includes frequency of services, amount of time, location, and responsible agencies).
- - - - Educational Diagnostician (also called Psychometrist) or School Psychologist: These professionals are qualified to conduct all types of educational assessments including intelligence (IQ), achievement, behavior, etc.
        
        Special Educators: These individuals are qualified to conduct some types of achievement and behavior evaluations as well as informal observations.
        
        General Educators: These individuals provide documentation of the problems of the specific student.
        
        Parent(s) or Legal Guardian(s): The parents or legal guardians provide valuable insight into the student’s behavior and personality in other environments.*
        
        Related Service Providers (Physical Therapist, Occupational Therapist, Audiologist, Orientation and Mobility Specialist, etc.): These specialists provide information pertaining to specific areas of concern that have been assessed.
        
        Medical Doctors (including psychiatrists, ophthalmologists, and optometrists): Depending on the disability of the student, medical records can also be used in the determination of eligibility for special education services.
- - - - The I.E.P. team must provide evidence of a “good faith effort” toward achieving the goals.