1. Developing a quality IEP
Initial or Reevaluation
Evaluation;
Eligibility Determination
Let’s look at development and documentation of the IEP used in Oregon…The Oregon Standard IEP
The Team must consider how IEP development fits into the the special education “flow”, remembering that the IEP is both a process AND a product.
The Team is informed throughout the special education process, and uses information from a variety of sources in developing an effective IEP.
Initial or Annual
Placement:
Initial & Review
IEP;

2. IEP Components Demographic data Service summary
Consideration of special factors
Nonparticipation justification
Consideration for extended School Year
Information for transition age students
Present Level of Educational performance
Annual goals and short-term objectives
Progress reporting information
Participation in statewide assessment
Participation in district wide assessment
Components of IEP (as listed in order of documentation on the Oregon standard IEP. (Read through list)
The format (or order) of this document lends itself well to review the student’s IEP ONCE COMPLETED, giving the team an overall perspective of the services that are, or will be, implemented. For example, it tells us the demographic information for the student and then moves into the areas of service that the team decided were necessary to provide FAPE. We then can look at any special factors that may need to be considered for the student, and on to the present level of educational performance and then the specific goals and objectives as designed by the IEP team. This order makes sense from this perspective and should give the reader a complete picture of the student, and the special education and related services.
However, this sequential order/format is not necessarily an effective order when developing the student’s IEP.
The IEP Team must consider the order of the content requirements when developing an IEP that will lend itself to fuller discussions and appropriate decision making. The Team can ensure all areas of need are discussed and addressed as appropriate and give all the participants a better understanding of what services the student will receive?

3. Present Level of Educational Performance
the strengths of the student;
the concerns of the parents for enhancing the education of their child;
the results of the initial or most recent evaluation;
as appropriate, the results of performance on State or district-wide assessment ;
for students age 16 and older, considers the student’s preferences, needs, interests, and post-school outcomes;
how the student’s disability affects involvement and progress in the general curriculum.
The Present Levels of Educational Performance information serves as a foundation for the development of the IEP. These statements provide a clear picture of the student’s strengths and needs, as determined through evaluation. These statements guide the Team in identifying all services necessary to address the student’s educational needs related to their disability(ies). These statements should be written in language that is easily understood by all IEP Team members. The Present Levels statement(s) must identify how the student’s disability affects their involvement and progress in the general curriculum, defined as the curriculum that is the same as for nondisabled students. A clear linkage should be evident between the needs identified in the Present Levels statements and the annual goal statement(s) and all other services identified in the IEP.
The Present Levels of Educational Performance statements reflect information discussed during the development of the IEP. Team considerations should include:
the strengths of the student;
the concerns of the parents for enhancing the education of their child;
the results of the initial or most recent evaluation(s), including functional and developmental information;
as appropriate, the results of performance on Statewide or district assessment;
for students age 14 and older, consider the student’s preferences, needs, interests, and post- school outcomes. When making these considerations, the IEP should reflect these preferences, interests, and post-school outcomes. These interests and preferences will describe what the student wants to do when completed with school (e.g., further education, employment, military, etc.), how they want to live (e.g., independent living, apartment, group home, etc.), and how they want to take part in the community (e.g., transportation, recreation, etc.) after high school.
These considerations will provide the IEP Team with the information that will guide and inform the development of strategies that address the individualized special education needs of the student, including needed adaptations or modifications to the curriculum that may be necessary.

4. Information for Students of Transition Age
Transition Service Needs: Starting at age 16, and updated annually, describe student’s anticipated course of study.
Transition Services: For students age 16 years old, or younger when appropriate, document needed transition services. These services are part of a long-range plan that coordinates the last years of high school and the years immediately following high school.
For all students, starting at age 14 (younger when appropriate), and continuing until the student is no longer eligible for special education services, the IEP Team must actively involve the student in developing his/her IEP. Beginning at least by the student’s 14th birthday, the IEP Team must address transition service needs. Beginning at least by the student’s 16th birthday, the IEP Team must ALSO address transition services.
For students age 14 (or younger, if determined appropriate) and older, the IEP must reflect consideration of the student’s course of study (e.g., “family and consumer science classes to acquire adult living skills, instruction in daily living skills, functional math, and community-based work experience in food service”; “math coursework through algebra II, all industrial arts classes that focus on engineering in construction fields, and community work experience”; “college preparation courses”).
Transition Services: For students age 16 years old, or younger when appropriate, needed transition services must be documented. These services are part of a long-range plan that coordinates the last years of high school and the years immediately following high school. Indicate the services that are addressed in the IEP. These services must be incorporated into goals and objectives, related services, and/or activities.
The Team must document, as appropriate, the following:
The area(s) of transition service(s) to be provided (e.g., instruction, community experiences, employment and other post-school adult living objectives, daily living skills, and/or functional vocational evaluation, if appropriate).
Agency participation: If the representative from any other agency likely to be responsible for providing or paying for transition services did not attend, the IEP should document their input. If a participating agency fails to provide agreed-upon transition services contained in the IEP, the LEA responsible for the student’s education shall, as soon as possible, initiate a meeting for the purpose of identifying alternative strategies to meet the transition objectives.
Graduation Date: indicate the anticipated date of graduation, and the type of diploma or alternate document the IEP Team anticipates that the student will receive.
The development of these IEP components for students of transition age will be evident throughout the entire IEP. They will be reflected in the Present Level statements and will be evident in the goals and objectives developed for the student.
IDEA 97 required educators to work toward improving post-school outcomes for students with disabilities. By planning and preparing students for the challenges and complexities of the adult world, we can improve these outcomes. The students high school program should thoroughly prepare him/her for achieving their desired post school goals.

5. Consideration of Special Factors
There are special factors that must be considered for all students in the development of their IEP.
FOR ALL STUDENTS, the team must consider assistive technology services and/or devices, and the communication needs of each student. If needs are identified in either of these areas, the IEP must document how they will be addressed.
Assistive technology: IEP team discussion should focus on the student’s need(s), if any, for items, equipment, or product systems that will assist in increasing, maintaining or improving the functional capabilities of the student. The discussion should also include the need for services that will assist the student in the selection, acquisition, or use of any assistive technology devices identified. AT devices are items, equipment, or product system(s) used to increase, maintain, or improve the functional capabilities of a child. These devices may be either “low-tech” (e.g., colored overlays, specialized pencil grips), or “high-tech” (e.g., computers, software applications, portable note taking equipment). AT services mean any service that assists the student in the selection, acquisition, or use of such devices.
The team must consider also consider the student’s communication needs. If needs are identified, the IEP must document how these needs will be addressed.
These communication needs may be addressed through specially designed instruction, related services, modifications and/or adaptations to the educational environment, support for personnel, assistive technology, etc .
Consider for ALL students:
assistive technology services and/or devices
AND
communication needs

6. Special factor considerations required in those circumstances in which they are appropriate, include:
Other special factors that are required to be addressed on the IEP, if appropriate, are:
Behavior, if the student’s behavior impedes his learning, or that of others;
For each student with limited English proficiency, the IEP must reflect how the student’s language needs relate to the IEP. The IEP Team may consider:
Whether the child has been assessed in his/her native language;
Whether the disability impacts the student’s involvement in the general curriculum, including any bilingual or ESL program;
What language will be used for instruction;
What language or mode of communication will be used to address and report information to parents or family members; and,
For students who are blind/vision impaired: Accommodations that may be necessary for instruction and testing. IEP must reflect instruction in Braille, unless the Team determines, after an evaluation of the student’s reading and writing skills, that Braille is not appropriate for this student. Consideration of future needs for instruction in Braille or the use of Braille must be considered annually. Instruction needs of a student who may be blind or visually impaired; and,
For a student who is deaf or hard of hearing, the IEP must explain his/her communication and language needs, and the opportunities for direct interaction with peers and educational personnel in the student’s own language and communication mode. The IEP Team must also consider the student’s academic levels and full range of needs, as well as opportunities for direct instruction in the student’s own language and communication mode.
Students for whom behavior is an issue;
Students with limited English proficiency;
Students who are blind/visually impaired; and
Students who are deaf/hard of hearing.

7. Annual Goals: Identify the measurable annual goals…
Annual goals are statements, written in measurable terms, that describe what the student can reasonably accomplish in a 12-month period. There should be a direct relationship between the goal statements and the student’s present levels of educational performance. Each goal must include:
Criteria: how will the skill be demonstrated by the student to be considered successful; and,
Evaluation Procedures: how the student’s performance will be evaluated.
These goals must relate to:
meeting the student’s needs that result from the disability;
meeting the student’s needs to enable involvement in and progress in the general curriculum; and,
meeting other educational needs that result from the disability.
Identify the measurable annual goals…

8. Short-term objectives:
Develop measurable short-term objectives based on annual goals…
For each measurable annual goal, the IEP must include short-term objectives that serve as a measure of progress toward the annual goal. These measurable, intermediate steps provide the IEP Team, including the parents, with information about how the student is progressing during the duration of the IEP.
Remember, these objectives must relate to:
meeting the student’s needs that result from the disability;
meeting the student’s needs to enable involvement in and progress in the general curriculum; and,
meeting other educational needs that result from the disability.

9. How will progress be reported to parents?
Include in the IEP:
Reporting period(s);
Criteria and evaluation measures
It’s important to consider Progress Reporting from two perspectives: 1) required content on the IEP; and, 2) requirements for the progress report itself.
The IEP must document how and when the parent will be informed of progress. The Team will use the criteria and evaluation measures identified for each annual goal to report progress.
How will progress be reported to parents:
Progress is required to be reported to parents at least as often as parents are informed of nondisabled student’s progress. Often, the reporting periods will coincide with the typical reporting periods adopted by the district (e.g., every 6 weeks). The progress reports must include:
Progress made toward each annual goal;
The extent to which that progress is sufficient to enable the student to achieve the goals by the end of the year.
Progress toward each annual goal will be measured through the identified criteria and evaluation measures established for each goal. Include the dates the reports will be provided.
The Progress Report must include a report of progress toward each annual goal AND the extent to which this progress is sufficient to enable the student to meet the goals by the end of the IEP period.
The Team can use the progress reports on the Oregon Standard IEP to document and report progress; the district may also have another system in place to report progress. The important issues:
Progress reports are provided at least as often as reports of progress for students without disabilities;
The progress must be reported for each annual goal;
The Progress Report must identify the extent to which the progress is sufficient.
Progress Reports:
Indicate goal progress
Identify extent that progress is sufficient to meet the goal

10. Statewide Assessment
All students in Oregon must have full access to the Oregon Statewide Assessment System (OSAS). The IEP Team documents decisions about the participation for each assessment area being considered for the student during the IEP period. Under Oregon Administrative Rule, only a parent or guardian may exempt a student from Statewide Assessment due to the student’s disability.
The IEP Team determines the student’s appropriate levels of participation in the OSAS. For many students with disabilities the decisions will not be difficult. For some, however, the Team will need to make an extra effort to determine the appropriate test. Input from every member of the IEP Team, including the parent, is helpful in determining the assessment that best allows the student to demonstrate his/her knowledge/skills. There are implications for selecting specific options. Each member of the Team should be aware of the consequences for each option when making these decisions. The implications for each assessment are located on a chart entitled “Statewide Assessment Decision”, available on the ODE Special Education website at: This website also provides further information regarding student participation in Statewide Assessment, including information on juried, extended, CLRAS, and additional information on including all students.
It is important that the Team consider each assessment individually for the student. While many students may have the same levels of participation in all of the Statewide assessments, it is critical that the Team attend carefully to each one. In some situations, a particular assessment makes different demands on the student; it is possible that the student participates under standard conditions for one assessment and receives modifications for another. It is important that the IEP Team is knowledgeable about the content and demands of each assessment. The assessment options should be fair, sufficiently challenging for the student, and be consistently reflective of the student’s instructional levels.
The IEP Team should consider the student’s instructional day, including the supplementary aids/services, accommodations, and modifications the student needs and uses each day. Availability of these needed supplementary aids/services, accommodations, and modifications that provide access to Statewide assessment must be ensured. (e.g. if the student uses Braille as a primary reading medium, Braille would also be necessary for those portions of Statewide assessment that require the student to read. If a student requires written materials to be read to them, then this provision may also be required during assessment). The IEP Team should consider the student’s ability to participate in the assessment(s), and ensure that the student is receiving the instruction and practice needed before such participation, including instruction in the use of accommodations and/or modifications.
Presenter: copy second page of statewide assessment guidelines for additional information
Discussing and documenting the Team’s decisions regarding how the student will participate in Statewide Assessment

11. Districtwide assessment:
Participation in Districtwide Assessment(s): In addition to decisions regarding participation in Statewide assessments, all students must also have full access to Districtwide assessments. The IEP Team must document their decisions regarding student participation in Districtwide assessment to ensure the student has appropriate access to these assessments. The Team must document these decisions for each assessment area that is being considered for that student during the IEP period.
For Districtwide assessments, the Team should consider the student’s ability to participate in the assessment(s), and ensure that the student is receiving the instruction and practice needed before such participation, including instruction in the use of modifications or accommodations.
In considering the student’s participation Districtwide assessment(s), the IEP Team must document the following:
1.  whether the student will participate in standard administration Districtwide assessment(s) (with or without accommodations); if accommodations are to be provided, the IEP Team must identify them, as appropriate;
2. whether the student will participate in Districtwide assessment with modifications; if so, identify those modifications;
3. whether the student’s parent(s) choose to have the student exempt from all or parts of Districtwide assessment(s).
Discussing and documenting the Team’s decisions regarding how the student will participate in Districtwide assessment (if applicable)

12. Nonparticipation Justification:
Describes extent of removal
Provides justification for the removal
Nonparticipation Justification:
The IEP must explain the extent, if any, to which the student will not participate with nondisabled peers in the regular classroom and in extracurricular and other nonacademic activities. In this section, describe the extent of any removal from the regular class environment and non-disabled peers, and provide justification for the removal.
Nonparticipation justification is considered NOT from the perspective of “where” the student receives services, but rather “with whom he receives services”…his/her peers without disabilities. If the student receives services with her/his nondisabled peers, s/he is not being removed.

13. Extended School Year? Prevent regression; Facilitate recoupment;
Directly tied to IEP goals;
Individualized.
Consideration of Extended School Year (ESY) services:
The purpose of ESY is to prevent significant regression and to facilitate recoupment (regaining) of skills after an interruption of instruction (e.g. summer vacation, winter break, spring break). ESY services must be provided if the IEP Team determines that the services are necessary for the provision of a free, appropriate, public education. Each district has established policies and procedures for determining ESY eligibility. The IEP Team should refer to these policies and procedures in considering a student’s ESY eligibility.
ESY services must be directly tied to IEP goals and objectives, with services individualized for the student, as appropriate. The IEP must indicate the specific special education and related services to be provided, and the anticipated amount, frequency, location, and starting and ending dates for these services. The ESY services that the Team identifies as necessary can be documented in the “Services Summary”.
If the Team determines that ESY services are to be considered at a later date, indicate the date by which the Team will meet again to discuss the need for ESY services

14. Services Summary: For each service, identify:
Amount/frequency of the service
Anticipated location
Starting Date
Ending Date
For each service identified in the Service Summary section, the IEP team must identify the anticipated amount/frequency and anticipated location of the service(s) provided. The “location” of a service should not indicate the name of a teacher (i.e. Mrs. Brown’s room), nor indicate a unique room number. Specific room assignments are an administrative responsibility.
Each service must ALSO indicate a starting date and ending date for the service. These should be stated as the month, day, and year.
The IEP team can also identify the service provider, which may include the LEA, ESD, Regional Program, or other source.

15. Specially Designed Instruction
The IEP team must identify the specially designed instruction the student requires.
OAR defines specially designed instruction as “adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction: to address the unique needs of the child that result from the child’s disability; and, to ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that applies to all children”.
Document each area for which specially designed instruction (e.g., reading, math, vocational, travel training) is required

16. Related Services Identify any related services to be provided
Once the team has established the area(s) of specially designed instruction, the team must identify any related services the student requires. Related services are defined as those services necessary to allow a student to benefit from the specially designed instruction.
Identify any related services to be provided

17. Supplementary Aids/Services; Modifications & Accommodations
Supplementary aids and services, modifications, and/or accommodations to be provided. The IEP must document the supports that are necessary for the student to advance appropriately toward annual goals and be involved in the general curriculum, as well as participate with peers in extracurricular and other nonacademic activities.
Identify the supplementary aids & services; modifications and/or accommodations to be provided.

18. Supports for School Personnel
Supports for School Personnel (e.g. specified training provided to a teacher or service provider on behalf of the student). These supports may include teacher training activities, specific materials provided to staff, or ongoing support(s) by other service providers, to allow for the effective implementation of the student’s IEP.
These supports include “among other things, services that are provided to the parents or teachers of a child with a disability to help them to more effectively work with the child… “parent counseling and training” … means assisting parents in understanding the special needs of their child…helping them to acquire the necessary skills that will allow them to support the implementation of their child's IEP or IFSP)
Consider the needs of:
Paraprofessionals
Library staff
PE Staff
Lunchroom personnel
Transportation staff
Parent support needs
Other ?
Supports for school personnel (e.g., specified training to be provided to a teacher) provided on behalf of the student

19. Developing a quality IEP
A quality IEP is reflective of a collaborative process that the IEP Team implements to develop the IEP itself. The IEP identifies the services and supports required to address the disability-related needs, allowing the student to progress in the general curriculum.
The IEP will be used to determine the student’s special education placement. The Placement Team will consider the services required, as identified in the IEP, and use this information to determine a placement in the least restrictive environment.
Eligibility
IEP
Evaluation
PowerPoint Presentation available online: