Individualized Education Program Analysis

An IEP (Individual Education Plan) is used, before a term starts the school will hold a meeting for any outside agencies, the parents and teachers of the child to meet and discuss the next best plan of education for the child. Discussing the child’s interests preferred learning methods, targets, flexibility and interagency working with the child.

All children with disabilities are entitled free public education not matter how severe the disability is. Specially designed instructions, related services, and supplementary aids and services have to be provided. An IEP has to be developed and implemented to meet the needs of the child with a disability. It is the public school and local school board in charge

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, 2013, p. 25). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), student with disabilities received access to free, appropriate public education which in turned required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. As part of the IEP, it contains items such as present levels of academic achievement and functional performance, measurable annual goals, criteria of progress, special education and related services as well as documenting any necessary accommodations needed for statewide assessments. The author provides a comparison of statewide assessments including items such as participation, accommodations and types of assessments between the states of Texas and Massachusetts.

Education for All Handicapped Children Act 1975- This act requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs. This act required public school systems to create Individualized Education Programs (IEP's) for each child. The specific curriculum and services identified in each IEP should reflect the individualized needs of the

Also the state assessment is built around the TEKS. The State of Texas Assessment of Academic Readiness (STAAR) is the state’s annual assessment and test reading, science, writing and social studies. The STAAR test is a criterion-referenced test. The STAAR test does not cover all of the subjects or grade levels of the TEKS standards that are set in Texas. Grades 3-8 are tested in reading, math, writing, social studies and science. The state has also adopted end of course assessments for high school students in English I, English II, Algebra I, Biology, and U.S. History. Once testing is completed data is collected by the TEA, and posted on its website. Assessment results are disaggregated by student backgrounds, district and

In the first lecture that outlined the IEP rules and regulations I was surprised to learn about three things. The first was that all IEPs must be in effect by the beginning of the school year and should happen immediately following an IEP being written. As an administrator, I would start each year by reviewing the IEPs and ensuring that my intervention specialists review the IEPs with general education teachers. I would also want to check with general education teachers and intervention specialists periodically to ensure that special education services were being followed and goals were being met within the classroom. This would help to stop any potential lawsuits from arising and would make sure the law was being followed. The next thing that I did not realize was that throughout the IEP content that there was a section entitled “present levels of performance” that uses parent friendly language. The parental language is really crucial to zoom in on as an administrator because it helps solidify a relationship with the parent and also secures that parents truly understand what is happening with their child. If I were an administrator then I would make sure my intervention specialists were writing all IEPs in language that any person could understand for this reason. Lastly, I did not realize that when evaluating the progress of an IEP that one must use research-based data as documentation. I was under the impression that observation and teacher input could be used

Special Education Legislation has helped inclusion activists throughout the years. In 1975 the Education of All Handicapped Children Act required that a free and appropriate education and related services be provided in the least restrictive environment and that an individualized plan (IEP) be written for each student. In 1983 amendments were passed that emphasize planning for transitional services for secondary students and authorize parent training and information centers. In 1986 Amendments were passed that extend the provisions to children ages three

IEP provide necessary program modifications, accommodations and supports to meet a child/s needs. The services in the IEP must be provided in the least restrictive environment LRE to support the child’s participation in the general education curriculum. The IEP must be reviewed every year to determine if goals are being met. The team members who participate in the IEP

When it comes to a student's IEP schools should use the three tier Response To Intervention model to help shape the IEP's. A student should go through each tier one at a time and in between each tier their should be a collaborative team meeting to discuss the students response to intervention. Tier one uses high-quality classroom instruction,and some small group interventions. I have seen the use of centers as a form of organizing the interventions seen in tier one. If the student is not responding the the interventions that were provided in tier one they move to tier two. In tier two teachers use targeted interventions that allow for teachers to focus on areas in which the student needs to improve, during this time the interventions use smaller

IEPs are studied by educators yearly or when parents call for a review. When it's mandatory, teachers and parents can make changes to IEPs. Parents are permitted to give endorsements for IEP alterations and plea any divergences they have with policy amendments and debate possible concessions with educators. Parents can also appeal for more testing, assessment by a free committee, and pursue extra alterations when they differ with an IEP. If needed, parents can succumb a protest with the suitable government activities. These agencies are managed at the national level.

Development of the IEP: During this stage of the IEP process, the IEP team will complete a thorough analysis of the information, and they will create the Individualized Education Plan for the child. The IEP team will sit down with the child’s family and discuss a learning plan. In addition, they will discuss ALL additional accommodations that will be necessary for the student. They will also discuss potential curriculums for the child. Once this team reaches a consensus, the child will now have a finalized IEP plan. Now the child and family will have an IEP plan to

A student’s IEP team is responsible for developing their Individualized Education Program (IEP). IDEA requires that a team of people participate in the child’s IEP meeting and that each of those individuals are provide opportunity to provide valuable input about the child and their education. IDEA requires that the IEP be made up of the student’s parents and the student if it is found to be appropriate. There should also be no less than one regular education teacher if the child is participating in the regular education setting or may be taking part in the regular education setting in the future. The student’s special education teacher, a representative of the local educational agency, someone who posses the training and ability to interpret the evaluation results, and other individuals who have knowledge or expertise regarding the student (typically related service providers) are required to be at the child’s IEP team meetings (Wrightslaw, 2015).

IEP focuses on the student. an educational plan for the child so that he or she can reach their full potential. 13 categories a child can recieve services: 60 days to evaluate cannot decide how to evaluate the child without the parent being apart of teams discussion. some diagnosis teachers and school psychologist are not qualifited to make. require medical diagnosis. . all IEP meetings must be held with the attendance of SPed teacher interpreter, parent , student , sercice providers. A good IEP is long and very specific. It providers do not provide the correct service they can be sued or jailed.

The IEP is a program in which there is a written statement that is developed, reviewed, and revised for every student that qualifies for it. Teachers need the student’s parents to be involved in every step of forming and carrying out the IEP. Teachers and parents can come to agreement on what goals should be in the IEP for that students and how the student will obtain these. The program is not designed to worry about

The IEP is “a written statement of an educational program designed to meet a child’s individual needs” (Child Care, 2015). Educators and providers use this plan to learn how a special need child learn and how to measure and asset the child’s improvement in each area. During the IEPs meetings all team members should be on the same page. To fully advocate for children with special needs, everyone must be using the same terms. Therefore, it is important for the IEP team to agree and understand what is being convey during the writing of the plan. Everyone who works with special needs children should be given a copy of the IEP. They should be formula with the terminology that is used within the plan as well as how to implement the plan. The IEP plan can be used to specify if a child needs a specialist to work with them. An example of this is the deaf