1. An Overview of IEP Components
Putting It All Together:
An Overview of IEP Components
Melinda Alesana, Behavior Specialist
Angela Chandler, Specialist
Behavior Support / LAUSD Division of Special Education

2. Putting It All Together:
An Overview of IEP Components
The Welligent IEP was designed to take us through the IEP process in a logical progression. The components are:
Management
Assessment, Evaluation, and PLP
Eligibility
Goals
Placements and Support
Services
Safeguards, Follow-up, and Signature

3. Component # 1
Management

4. Putting It All Together: Management
Guiding Questions:
Who will participate in this IEP?
What type of IEP is it?
What are the timelines for this IEP?

5. Management Putting It All Together: Who will participate in this IEP?
Administrator*
Special Education Teacher*
General Education Teacher*
Parent*
Student (if appropriate)
DIS (Related Services) Providers
Nurse
Interpreter (if needed)
*Mandatory team members.

6. Management Putting It All Together: An IEP may be held for: Initial
Annual
30 day
Expulsion
Re-Evaluation
Suspension
3 Year evaluation
Review
5 minutes-
Annual – Changing placement must be a complete review (not an amendment)
30 day – Is a transfer of the out-of-district IEP to LAUSD forms.
Expulsion – Bulletin #________________ Call program specialist and/or behavior specialist at your support unit.
Suspension – after the second suspension or a total of three days. After a restraint you have to schedule an IEP within 48 hours. Every area must be looked at again to determine why the behavior is occurring. Even after the first suspension, there should be some review of the IEP.
Amendments are used to add or change a single service, something that needs to be revised and changed. Not used for change of placement or eligibility.
Amendment

7. Timelines 1 day 4 days 5 business days 5 days 10 days 15 days
20 days days days days days days
How many days notice must a parent be given when scheduling an IEP meeting?
How much notice must a parent give if they plan on audio taping the IEP meeting?
Once an assessment plan is signed, how many days until the IEP must be held?
When a student enrolls from out of district, how many days until an LAUSD IEP is held?
If a parent requests that we assess their child, how many days until we must respond to the assessment request?
10 days
24 hours – 1 day
60 days
10 minute Activity #2
Give each person 5 minutes to complete the quiz. 5 minutes to go over the answers
All are calendar days except for request for student records which is business days.
Presenters: Let participants know that answers can be used more then once.
30 days
15 days

8. Timelines 1 day 4 days 5 business days 5 days 10 days 15 days
20 days days days days days days
If a parent requests a copy of any assessment report prior to the IEP meeting, how many days in advance must we provide it?
If a request for student records is made, how many days do we have to provide all records?
If a parent requests an IEP, within how many days must it be held?
Within how many days from receipt of a parent’s written request to revoke consent for special education services must the district provide prior written notice informing the parent about the impact of the request on their child’s educational program?
In how many days will all special education and related services cease from the date documented on the completed prior written notice form?
4 days
5 business days
30 days
5 days
15 days

9. Assessment, Evaluation, and PLP
Component # 2
Assessment,
Evaluation,
and
PLP

10. Assessment and Evaluation
Putting It All Together:
Assessment and Evaluation
When is an Assessment Plan required?
Initials
Three-Year Assessment (ED needs formal)
Comprehensive Re-Evaluation
Add/Delete a Service
Also mention here that BII/BID (district and nonpublic) is a service and thereby will need an FBA completed every three years. Assessment plans should be developed by the team with thought to the needs of the particular student and suspected area of disability. It is important to ensure that the appropriate assessor is identified. Don’t do it alone!

11. Quarterly Assessments
DATA SOURCES
CST
Scores
Read 180 Data
Report Cards
Weekly spelling tests
Attendance Records
Quarterly Assessments
Homework Data
Standardized Tests
Interviews
Chapter
Tests
CUM Record Review
Work
Samples
Portfolios
1 minute
Just like we discussed there are different types of data. This is just a sampling of the data sources. Some data sources are formal like WJ and KTEA, CST and some are informal like work samples, observations. My
Data
OCR Data
Behavior Charts
Office Referrals
Observations

12. Putting It All Together: Present Level of Performance
What are the Components of a Present Level of Performance? (IEP Section E, Page 3)
Strengths:
What can the student do in this performance area? This should clearly articulate what the student can do
Needs:
What are the areas of need for this student? This should clearly articulate what the students still needs to learn.
Impact:
What is the student’s disability and how does it impact their ability to access the general education curriculum in that performance area?

13. Present Level of Performance
Connecting the Dots:
Present Level of Performance
Non-Academic
Social
Social/Emotional
Behavior
Communication
Prevocational / Vocational Education
Health
Gross/Fine Motor Development
Transition (14 yrs & older)
Academic
Reading
Writing
Math
ELD
Present levels of performance and goals are written in a performance area based on the needs of the child-not based on the type of service. For example the PLP/goals should be Fine Motor, not Occupational Therapy.
Preschool has language development (expressive/receptive) social/emotional development skills, cognitive development, physical development (gross/fine motor)
Alternative Curriculum requires functional reading, functional math……

14. Absolutely! Present Level of Performance Putting It All Together:
Does the information written in the Present Level of Performance need to be connected to the assessment and evaluation?
Absolutely!
The Assessment and Evaluation has to be connected to the PLP which then is connected to the goal.
Assessment/
Evaluation
Present
Level of
Performance

15. Component # 3
Eligibility

16. Eligibility Putting It All Together: Guiding Questions:
What’s the difference between disability and eligibility?
What are the thirteen special education eligibilities recognized under the law?

17. Eligibility and Disability
Putting It All Together:
Eligibility and Disability
Eligibility:
Eligibility of students with disabilities for special education is determined by the individualized education program (IEP) team according to specific criteria for each of the eligibility categories.
Disability:
A physical or mental condition that limits a person's movements, senses, or activities; A disability is a condition or function judged to be significantly impaired relative to the usual standard of an individual or group.
The IDEA includes 13 primary terms under the main definition of “a child with a disability.” These federal definitions guide how states define who is eligible for a free appropriate public education (FAPE) under special education law.
A student cannot be eligible for special education if the determining factor for eligibility is a lack of appropriate instruction in reading, including the essential components of reading instruction, lack of instruction in math, or solely because they are an English learner.
It is the IEP team’s responsibility to determine if a student has a disability. If the student has more than one disability the team must determine the primary disability.

18. Putting It All Together: Eligibility
Group Activity:
Using the handout of the next slide, take 2 minutes to circle which of these disabilities is a special education eligibility.
Activity #5-5 minutes
Have participants circle which ones are eligibilities.
This is for you only, you will not be asked to share your answers with anyone.

19. Eligibility or Disability
Circle the 13 Special Education Eligibilities
ADD / ADHD
Aphasia
Asperger’s Syndrome
Asthma
Astigmatism
Autism
Autism Spectrum Disorder
Behavior Disorder
Bipolar
Cerebral Palsy
Conduct Disorder
Deaf
Deaf-Blindness
Depression
Down’s Syndrome
Dysfluency
Dysgraphia
Dyslexia
Emotional Disturbance
Hard of Hearing
Intellectual Disability
Muscular Dystrophy
Multiple Disabilities
Obsessive/Compulsive Disorder
Other Health Impairment
Orthopedic Impairment
Schizophrenia
Speech or Language Impairment
Specific Learning Disability
Traumatic Brain Injury
Visual Impairment

20. Eligibility or Disability
ADD / ADHD
Aphasia
Asperger’s Syndrome
Asthma
Astigmatism
Autism
Autism Spectrum Disorder
Behavior Disorder
Bipolar
Cerebral Palsy
Conduct Disorder
Deaf
Deaf-Blindness
Depression
Down’s Syndrome
Dysfluency
Dysgraphia
Dyslexia
Emotional Disturbance
Hard of Hearing
Intellectual Disability
Muscular Dystrophy
Multiple Disabilities
Obsessive/Compulsive Disorder
Other Health Impairment
Orthopedic Impairment
Schizophrenia
Speech or Language Impairment
Specific Learning Disability
Traumatic Brain Injury
Visual Impairment
Presenter notes:
Under CA ed code there are two other eligibilities:
Development Delay (DD) is also an eligibility up to age 6
Established Medical Disability (EMD) is for 3 &4 year olds
LAUSD there are more eligibilities b/c of Multiple Disabilities is further defined. Multiple Disability Orthopedic (MDO), Multiple Disability Hearing
( MDH) and Multiple Disability Vision (MDV).
Presenters could also explain that these disabilities if they qualify are under eligibilities. Asperser's under Autism. Schizophrenia under Emotional Disturbance. Down Syndrome (Intellectual Disability). 20

21. Eligibility Putting It All Together: (IEP Section F, Page 4)
Impact:
The impairment (disability) adversely affects the student’s
educational performance and requires special education to
meet the student’s needs
No Impact:
If it is determined that the student has a disability, but does
not require or no longer requires special education, the
student is not eligible for special education services and
supports.
The IEP team should discuss whether the student
is eligible for a Section 504 Plan
A big idea is that there is a two prong rule for eligibility.
1) Eligibility
2)it must affect their involvement and progress in the general education
3) Students needs can not be addressed through general education supports
Examples having a hearing loss but not affecting accessing curriculum.

22. Eligibility Putting It All Together:
Eligibility cannot be changed without a formal / comprehensive assessment by the appropriate assessors
Eligibility DOES NOT HAVE TO be changed in order to address the student’s changing needs
Eligibility and placement &
services are not the same thing
1 minute
General Education

23. Component # 4
Goals

24. Goals Putting It All Together:
(IEP Section G, Page 5)
In what performance area (s) are goals needed?
All goals need to be connected to an identified need
All goals need to be connected to the Present Level of Performance
5 minutes
A student doesn’t need a goal for each identified need. Needs can also be met with accommodations/modifications, supports and services. Goals need to connected to identified needs and state standards. Goals can be worked on by variety of providers.
Assessment /
Evaluation
Present
Level of
Performance
Goals

25. Testing and Graduation
Putting It All Together:
Testing and Graduation
For Secondary Students
Is this student on track to earn a Diploma or Certification of Completion?
Are students with IEPs required to complete A-G requirements?
Student on alternative curriculum will only receive a certificate of completion. For Diploma bound students, in order to get the Diploma they need to complete necessary credit requirements.
A student needs 60 credits each year in order to advance to next level (freshman, junior, etc).
Students with IEPs need to follow all the same A-G requirements if pursuing a diploma.
IEP does not provide accommodations for the SAT, ACT or AP exams b/c these are not district provided tests, so these would not be on an IEP.
Graduation date is based on number of units not the number of years in school.

26. Placements and Supports
Component # 6
Placements
and
Supports 26

27. Placement and Supports
Putting It All Together:
Placement and Supports
Guiding Questions
What is FAPE?
What is LRE?
What are the components of FAPE 1?
When do you indicate a “Future Change?”
5 min
FAPE is an acronym for Free Appropriate Public Education, but what does that really mean?
LRE is an acronym for Least Restrictive Environment, and what does that really mean in practice?
We will review with you the Components of FAPE 1, Supports that are available and when should a “future change” be considered. 27

28. Placement and Supports
Putting It All Together:
Placement and Supports
What is FAPE?
(IEP FAPE Part I)
Defined as special education and related services that are:
Free: at no cost to parents
Appropriate: meet the unique needs of the student
Public: are as close to resident area as possible
Education: are designed to provide educational benefit
It’s important to share with parents and the IEP team how the students needs are address in this placement with the natural supports built in and any additional supports that the student NEEDS…NOT what the Parent WANTS. The teacher is critical member of the IEP team to inform the team about how the student is performing in the current placement. 28

29. Placement and Supports
Putting It All Together:
Placement and Supports
What is LRE?
Defined as special education and related services that are
in the Least Restrictive Environment. Which means…
The law requires that to the maximum extent appropriate, children with disabilities be educated with children without disabilities. This placement is called "the least restrictive environment." 29

30. What are the components of
Putting It All Together:
Placement and Supports
What are the components of
FAPE Part 1?
Eligibility
Curriculum
Type of School
Name of School
Setting (Gen Ed or Special Ed)
Program (Gen Ed or a named special day program)
Special Day Min/Week (only used for special day students)
Addresses Goals (in the program)
Low Incident Support
Assistive Technology Support
Transportation
Extended School Year
Accommodations, Modifications, and Supports
Preparation for 3 Year Review
Participation in General Education
15 min
Have participants turn to their blank FAPE 1. Have participants take a minute to read and ask questions if they have them.
Note: RSP students will have Setting Gen. ED and Program Gen Ed, b/c RSP is a related services identifies on FAPE 2.
Preparation for three year needs to be discussed for at the biannual. Reminder: ED will need formal and FBA for Behavioral services, Related service provider often want to assess at the three year. 30

31. Placement and Supports
Putting It All Together:
Placement and Supports
FAPE 1 Future Changes
Transitions
Preschool
Elementary
Middle School
Change of Program such as SDP
When do you
indicate a
future change?
Elementary
Elementary
Middle School
2 min
Whenever a student requires a change of placement before the next IEP due to transition or if the IEP team has determined based on data that the current placement is no longer FAPE in the LRE or if services need adjustments, this is documented in the IEP with evidence and rationale.
If the IEP team determines that a student is moving from SDP to RSP, but it is April, the team may decide to remain in SDP until June and then gen. ed program starting the beginning of the year.
High School
RSP 31

32. Services Component # 7 5 min
Designated Instructional Services: Have group of teachers brainstorm and chart the services they know of.
Services may include: LAS, OT, PT, Program Support, Transportation, BIT. These services are determined by the IEP team based on NEED…not WANT. (data and evidence) 32

33. Services Putting It All Together:
What are the common related services?
Adaptive Physical Education
Audiology Services
Behavior Support
Counseling Services
Health and Nursing Services
Language and Speech Therapy
Occupational Therapy
Parent Counseling and Training
Physical Therapy
Psychological Services
Resource Specialist Service
Transportation
5 min.
This slide does not have all the related services, just some of them. 33

34. Services Putting It All Together: FAPE Part 2
What is written in Part 4 on the discussion page?
To document additional discussion such as:
All placement options considered by the team
Rationale statement as to why placement is
appropriate
Pre- expulsion information
A parent can disagree with certain sections of the IEP while permitting other sections to be implemented.
1 min
This is the section you document all placement options that were considered by the team or rationale statement that the current placement continues to be FAPE in LRE. 34

35. Safeguards, Follow-up, and Signature
Component # 8
Safeguards, Follow-up,
and Signature
It’s important to be able to explain the procedural safeguard to parents and be a part of the school team to follow-up and obtain signatures to bring closure to the process. 35

36. Putting It All Together: Safeguards, Follow-up, & Signature
Can Special Education Services be revoked?
Parent has the right to revoke all special education services at any time
No IEP is held
Bulletin needs to be followed with Prior Written Notice letter to send to parent (BUL )
Revocation is a very serious matter. It can not be done in part and all special education services, supports and accommodations are terminated. The student will return to resident school in general education with no support.
In order to obtain special ed support and services again it is treated as an initial and a formal comprehensive assessment must be completed. 36

37. Behavior Tools to Support Students
Let’s Review…
Bulletin which includes information about the multi-tiered approach to behavior and its implementation
We will also discuss how information about the multi-tiered approach can be shared as we provide consultation with our school teams.
Behavior Tools to Support Students

38. What is BUL ?
Everything you need to know about behavior, as related to students with IEPs
Guidelines for using a multi-tiered framework for implementing behavior instruction and intervention
Have participants read the first page of the policy. Then can share a sentence that stood out to them, discuss as a group, discuss with a partner, etc.

39. Bulletin
Students with disabilities experiencing behavioral challenges in the school environment must be afforded the opportunity to be supported using the evidence-based practices found in Multi-Tiered Systems of Support (MTSS). It is the responsibility of the IEP team to design a plan to address student behavior through teaching. It is the school staff’s responsibility to implement positive behavior support even if such support is not specified in the IEP. The IEP does not supplant the school’s responsibility for holding all staff accountable for implementing Positive Behavioral Interventions and Supports (PBIS).

40. Multi-Tiered Systems of Support (MTSS)
Schools have a team in place to support and monitor the implementation of Multi-Tiered Systems of Support (MTSS) all levels.
It is the school staff’s responsibility to implement positive behavior support for all students.
The MIA is used to examine supports at each Tier.
-Areas of strength and weakness in the program can be identified through the MIA scoring.
-Full implementation of Tier I supports is required.
-Local SESC and central Behavior Support Office can provide assistance and support with completing and interpreting the MIA.
The MIA helps to identify changes that have been made to these areas.
While the MIA is intended for use when problem behaviors are occurring, and MUST be used when considering behavioral services…it is MOST POWERFUL as a prevention tool. It should be used to examine programs BEFORE problem behaviors occur.

41. The MIA
ATTACHMENT A
The MIA is used to examine the supports available for all students through a multi-tiered system of support.
-The MIA facilitates examination of support at each tier and provides general suggestions for next steps.
-The MIA must be completed when behavior services are being requested. However it is more useful as a prevention tool. 

42. Tier III: Interim Behavior Response Plan (IBRP)
ATTACHMENT C
-The Interim Behavior Response Plan (IBRP) may be familiar to some as a Crisis Plan. In order to be clear, we want to stress that this is an interim plan to be put in place to respond to escalating behavior.

43. Universal and Selected Supports- Multi-Tiered Tips & Strategies
ACTIVITY (Flipbooks)
Review the Tier you are assigned:
Tier 1 Supports
Tier 2 Supports
Select a strategy.
How would you explain and share this with a classroom teacher?
Each group will be assigned a Tier: 1 or 2– Flip books will be at their tables.
Group Discussion:
They will select a strategy/intervention in that Tier
They will plan together how they would explain and share this with a classroom teacher.
Groups can share with the entire group so that they hear a variety of ideas and strategies about supports and also about ways to consult effectively with teachers and teams.

44. Universal Supports- Classroom Motivation Systems
ACTIVITY (Flipbooks)
Review the resource you are assigned:
Select an activity.
How would you explain and share
this with a classroom teacher?
Group(s) will be assigned a flipbook at their table.
Group Discussion:
They will select a strategy/intervention in that Tier
They will plan together how they would explain and share this with a classroom teacher.
Groups can share with the entire group so that they hear a variety of ideas and strategies about supports and also about ways to consult effectively with teachers and teams.

46. Function or Purpose of Behavior
To seek or avoid SENSORY input that is visual, aural, or tactile
To ESCAPE or avoid people, places, things, or tasks
To gain or avoid ATTENTION from others
To engage in behavior to obtain something TANGIBLE (computer, video game, toys)

48. Function of Behavior Activity
Let’s see if we can figure out the function of the behavior.
Locate function of behavior activity.
Directions:
Read scenario.
Determine the function based upon the scenario. Fill in the blank to get or to avoid---What?
Prepare to discuss. 48 48

49. Function of Behavior Date Time Antecedent Behavior Consequence
Possible Function
3/8
8:20am
Teacher is working with two students next to George as he works on his writing assignment.
George gets out of his seat and runs around the room giggles and taps other students on their heads.
Peers laugh as he taps them, teacher tells George to sit down and helps him to his seat.
9:45am
George is reading a book. Teacher rings bell and announces: “It’s Language Arts time.”
George throws the book on the floor, crosses his arms and spits on the table.
George is sent out of the classroom to take a walk with an adult.
3/11
11:00 am
Students are playing instruments. George is holding a flute as he looks around the room.
George gets out of his seat, grabs a violin from a peer and shouts, “I’d rather play this instrument!”
Teacher ignores the behavior and continues with the lesson. Peer grabs the violin back and George knocks over the music stand.
3/12
11:40 am
George is working on his math assignment. The fire alarm rings.
George gets out of his seat and runs out of the class as he covers his ears and shouts, “Too loud, too loud!”
Para-educator follows George and watches him from a distance. When the bell stops ringing, George lays on the floor and begins to cry.
Work with participants to identify possible functions. Discuss how student’s behavior may have multiple functions depending upon analysis of data.
Locate the “Function of Behavior” activity with the columns. With this activity, our detective skills will be further honed. In real life, we are looking for the relationship of events. Discuss. 49

50. Responses to Misbehavior
Proximity
Verbal Reminder of the expectation
Allow reasonable time to respond
Provide choices
Reminder of pre-determined consequence
Discussion
Give a positively stated direction – (don’t ask a question)
Reflection sheet

51. Why Waste a Tantrum if No One Can See You
Video
What is the target behavior?
Hypothesize the function of the behavior
Now Playing!!
Why Waste a Tantrum if No One Can See You
Watch video “Why Waste a Tantrum if No One Can See you?”

53. Useful Resources: LAUSD Behavior Support

54. Behavior Support for you!
Web Based Learning / Recorded Virtual Class Fundamentals of CHAMPs and Discipline in the Secondary ... 
CHAMPs Course 2: Vision, Organization, and Expectations  :: 
Discipline in the Secondary Classroom (DSC) Course 2: V...  :: 
CHAMPs Course 3: Motivation, Correction Procedures, and...  :: 
DSC Course 3: Motivation, Correction Procedures, and Cl...  :: 
CHAMPs Course 4: Boosting Classroom Management: The Pow...  :: 
DSC Course 4: Boosting Classroom Management: The Power ...  :: 

55. CONTRACT: Getting Ready in the Morning
 CONTRACT: Getting Ready in the Morning
ACTIVITY
WHO: Rosa
WHAT: Will get dressed in the morning, make her bed and brush her teeth without reminders from mom
WHEN: In the morning on school days
REINFORCEMENT
WHAT: Will receive a happy face for each day she this without reminders. When she accumulates five happy faces, she can choose a movie to watch ___________________________
WHEN: Everytime Rosa gets ready in the morning without reminders.
 ►PARENT SIGNATURE: __________________________ DATE:___________________
► CHILD’S SIGNATURE: _________________________ DATE: __________________

56. CONTRACT
ACTIVITY
WHO:______________________________________
WHAT:____________________________________
WHEN: _____________________________________
REINFORCEMENT
WHAT:_____________________________________
►PARENT SIGNATURE: __________________________ DATE:___________________
► CHILD’S SIGNATURE: _________________________ DATE: __________________

57. Student Chart 1. 2. Replacement Behavior Monday ___/___/___ Tuesday
__/____/___
Wednesday
____/___/____
Thursday
___/___/____
Friday
__/___/__ 1. 2.
Weekly Totals
Daily Totals
Behavior 1
Behavior2 B1 B2

58. Behavior Contract for Student
I, _______________________ can be successful at school!
These are the target behaviors I want to change:
1.___________________________________________________
2. __________________________________________________
These are the replacement behaviors I want to use instead:
These are the choices of rewards I can earn for every ____ times I use a replacement behavior during a period/instructional block:
These are the people who will help me earn rewards and focus on my success:
Teacher(s) ____________________________________________
Support Staff__________________________________________
Administrator(s) ____________________________________
Parent(s)/Guardian(s)_________________________________
My contract will be reviewed each __________________________

59. All kids need a little help, a little hope,
and somebody who believes in them.
Earvin “Magic” Johnson