The Individualized Education Program (IEP) An important part of a special education teachers job is to write effective IEPs for their students. There are many different components involved in the IEP. The special education teacher must be able to write all components of the IEP to be individualized to each students unique needs. Review the Individualized Education Program (IEP) Template. Based on the Present Levels of Academic Achievement and Functional Performance, complete the highlighted sections for Lesleys IEP to include: Additional documentation or consideration of special factors Three measurable IEP goals Accommodations Special education services to be provided Least restrictive environment In addition, beneath the IEP template write a 500-750 word rationale for your decisions in the highlighted sections of the IEP. Support your findings with a minimum of three scholarly resources. Present Levels of Academic Achievement and Functional Performance (PLAAFP) Example Summarize Special Education Services the Student is Receiving: Lesley was receiving special education services in math calculation, math problem solving, and written expression under the specific learning disability eligibility. Section 2: Evaluation Information This information loads from the Most Recent MET. Lesley’s strengths are in Reading. She also has good attendance. This information loads from the Most Recent MET. Lesley has needs in the areas of math computation, math problem solving, and written expression. This information loads from the Most Recent MET. Other conclusions here may include information related to language proficiency. The general review of all data would be presented here by the psychologist. The general review of all data would be presented here by the special education teacher. This information loads from the Most Recent MET. The areas of math and writing will affect Lesley’s progress in the general curriculum. Areas of Eligibility: Special Education Primary Category: Specific learning disability For students with SLD only, the following area(s) of eligibility was previously determined: Written expression, mathematics calculation, mathematics problem solving Section 3: Present Level of Academic Achievement READING Lesley enjoys reading and is always reading a book for a leisure activity. Specific scores from reading assessments or AIMS results can be entered here as well. Lesley needs to improve her reading out loud in a group setting. Lesley does not need any accommodations in reading. WRITING Lesley’s handwriting is very legible, but she does not enjoy writing. She does very well with organizing how an assignment should be set up with graphic organizers and outlines. Specific scores from writing assessments or AIMS results can be entered here as well. Lesley needs to improve her writing in the areas of answering questions in complete sentences and completing the required amount (words or pages) for written assignments. Specific scores from writing assessments or AIMS results can be entered here as well. Lesley’s only accommodation is that she receives some extra time for completing written assignments/assessments. MATH Lesley does very well with basic math skills and algebra. Specific scores from math assessments or AIMS results can be entered here as well. Lesley has a hard time comprehending geometry and the postulates required. Specific scores from math assessments or AIMS results can be entered here as well. Lesley has completed her math class in geometry, so this year in algebra, she should do well and not require any accommodations or modifications. Parent’s Input on Student’s Current Academic Achievement: Lesley’s parents are very satisfied with her current academic achievement. They are happy that she is getting good grades in all her subjects with little support. Current Classroom-Based Data: All of Lesley’s teachers enjoy having her in class, she does complete assignments in a tim…
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