LE4-1 - IEP Contents

IEP Contents	What I know so far…	What I might need to know…	What resonated after I viewed the presentation...
Assessment Data	Two types of assessment data used to inform the IEP:  1. Clinical: psych ed assessments, OT reports, speech language assessments, medical diagnoses (e.g., ADHD), audiologist report, etc. 2. Educational: current reading level, assessments done by SERT (WFAS, Key Math, etc.).	Did I miss any key assessments that are important for kids with LD?	These assessments document why there is a need for the IEP, which is a great way of looking at it. This is the first place I look when I first access an IEP because it helps me to situate myself within the strengths and needs of the student.
Strengths / Needs	Strengths and needs within academics,  learning skills, and social skills that inform the IEP. Strengths can be used with in modified programming, for example, to determine how the student will show what they know. Needs inform the accommodations and modification that are documented for the student.	Is there anything specific to kids with LDs that I missed?	I like how slide 9 of the PPT talks about the reasons why we create IEPs:  Knowing your students Knowing where they are at in their learning Knowing where they need to go in their learning Knowing how to get them to where they need to go in their learning
Accommodations	Three types of accommodations are put in place to ensure the student has what they need regarding:  1. Instruction: What teachers need to remember when teaching curriculum to the student from day to day.  2. Environment: What needs to be in place for the student within the learning environment. 3. Assessment: What needs to be available for the student during assessments, including standardized testing. Accommodations can be given to any student but they are essential for students who have them documented in their IEPs.	I can't think of anything.	These are key strategies, supports, and tech that are in use. It's so important to remember that these are accommodations that are different from what the rest of the class is receiving.
Modified Programming	Subject area programming can be modified for a student if they are unable to work at grade level, or if they would benefit from a reduction in expectations, in number and/or complexity. This section lists current achievement level, program goal for the school year, and targeted learning expectations.	I can't think of anything.	Modified learning expectations also include teaching strategies and assessment methods, which can be used to highlight the strengths of the student.
Alternative Expectations	Areas that are not included in the curriculum but still need attention can be documented as alternative expectations. These can include learning skills or social skills or even adaptive skills.	I'm expecting to have to write some of these for the first time this fall (there were none on my caseload this year) and so this will be some learning for me. It would be interesting to see a list of typical alternative expectations that are written for students with severe LDs.	These expectations are reported on via an alternative report card.
Transition Planning	Documented supports for helping students through transitions, such as: class to class, school year to school year, elementary school to high school. These plans outline what to consider and who needs to be involved, as well as timelines for completion.	I can't think of anything.	Include parents in the transition plan/process.