Individualized Education Plan (IEP) Information for Parents and Caregivers

• Visual charts
• Visual schedules
• Visual cues in locker, lunch box, or on desk
• Written schedules on locker, lunch box
• Visual cues in hallways to guide child to next classroom or cafeteria
• Use of FM headsets to either have blocking out music, or FM transmission of teacher speaking
• Special sign or signal between teacher and student to notify student of something
• Graphic organizers
• Choice cards
• Emotion Cards
• Ear plugs or headphones
• Adaptive equipment such as pens, pencils, calculators, fidgety toys, large print books, audio, etc.
• Watch videos of social stories/interactions and ask them to explain
• Visual schedule on blackboard
• Alarms as reminders on phone, wristwatch, etc.
• Picture calendar or schedule
• Provide audio recordings
• Provide video/audio recordings
• Voice recognition software
• Remind student to wear glasses/hearing aids
• Token board
• Pencil grips and slant boards
• High contrast materials, limited visual clutter
• Reward charts
• To-do lists
• Show example of completed projects

• Extra time to complete the work or reading given
• A quiet area to complete the work or take a test
• Having someone read the material to them
• Having someone read a test to them
• Minimal use of open ended statements or questions
• Allow 5-10 second (whatever the child needs) processing time when a request is made
• Chunk down verbal instructions
• Use only 1 question or instruction task at a time if the child cannot do 2-3 part questions
• Homework assignments chunked down by teacher to define each task
• Breaking down tests into segments
• Alternatives for completing assignments (typed instead of written, or verbal)
• Clear, concise instructions that are at the child’s ability
• Provide notes, outlines or organizers with key concepts or terms highlighted
• Mnemonics
• Explain metaphors and double meanings
• Limit oral questions to the number that the child can manage
• Frequent test breaks with opportunities to move
• Testing in a study carrel
• Testing in the morning only
• Masking test items so only single questions are visible
• Allow use of preferred writing implement
• Test format to tap “recognition memory” such as matching or multiple choice rather than fill in the blank without a word bank
• Use of a scribe or oral testing to open ended or essay formats
• Provide a study guide
• Extra set of text books (1 for home, 1 for school )
• Permission to hand in all assignments late, as pre-determined
• Modify assignments to only include essential content
• Access to resource room or learning support room
• Spelling dictionary, or spell checker
• Longer assignments broken down and scheduled out in pictures or words

• A quiet area to complete the work or take a test
• “Preferential Seating”, means sitting near the front, or away from distraction or in their area of preference.
• Preferential seating for hearing/audio
• Preferential seating away from distractions, windows, doors, speakers
• Early dismissal from class to get to locker and to next class
• “Hot pass” or “cool off card”, which is a card the student gets and they can leave class, flash the hot pass to the teacher, and go to the office, guidance counselor, nurse (designated ahead of time) to cool off, if they feel a negative behavior coming on (usually happens after peer to peer interactions such as bullying)
• Personal time outs to regroup and prepare for transition
• Time warnings and increased transition time
• Do not use sarcasm or inferences when communicating with student
• Adapted lunch setting to reduce sensory stressors
• Adapted recess with adult lead activities to increase peer interactions
• Recess and group activities to be designed with IEP goals in mind
• Monthly, weekly or bi-weekly phone or in person conferences with parents (progress monitoring)
• Have child write down verbal questions to aide in processing
• Advance notice of transitions
• Speak slower
• Use literal language
• Give sensory breaks- have the child carry down attendance sheets or just a few envelopes to the office to allow for movement
• Timed bathroom breaks
• Encourage but do not force eye contact; forcing eye contact may break train of thought
• Awareness of sensory issues- smells, sounds, lighting; adjust as appropriate
• Set up opportunities for child to self advocate
• Keep days and activities structured
• Buddy system for unstructured times
• Peer to peer tutoring as appropriate
• Structured social skills groups
• Role play
• Social stories
• Yoga, meditation, relaxation techniques
• Education sessions for peers to help them understand disability
• Pre-teaching information, then post-teaching afterwards
• Structured seating arrangements
• Activity based learning
• Provide direct feedback in appropriate settings
• Cooperative games rather than win/lose
• Facilitated socialization at recess, lunch, breaks
• Role playing-both with successful and undesired outcomes (i.etroubleshooting)
• Small group instruction
• Provide facilitated experiences
• AM/PM check in with preferred staff person
• Use of prompt hierarchy
• Incorporate child’s personal interests into activities whenever possible
• Journal
• Frequent reinforcement for desired/positive behaviors
• When appropriate and will not cause a distraction- guide student through real life situations
• Provide with calming strategies
• Use of first ___________, then __________.
• Peer modeling-appropriate play, interaction
• Scheduled sensory breaks
• Task strip with preferred activity at the end
• Intersperse preferred and non-preferred tasks
• Develop a sensory diet
• Agenda check list for check-ins with preferred staff member
• Intersperse easy and difficult demands on a 80/20 basis (and work to increase)
• Pair with student prior to learning a new task
• Give the opportunity for practice
• Identify and limit distractions

Measurable annual goals are at the core of a student’s individualized education program. Measurable annual goals must provide a clear description of the skills the student needs in order to access, participate, and make progress in the general educational curriculum. The goals must relate directly to the areas of need identified in the Present Levels of Academic Achievement and Functional Performance section of the IEP. Areas of need are determined by analyzing multiple sources of information, including evaluations, classroom-based assessments, student observations, and input from parents. A well-written measurable annual goal contains four parts: condition, student name, clearly defined behavior, and performance criteria.

Condition:

The condition describes the situation in which the student will perform the behavior.

Examples: Given visual cues, during independent practice in math, using a self-monitoring checklist, using passages from content area classes, given a writing prompt, using a checklist of tasks on the job site, given picture checklists to follow, given a two-step direction, during lectures in social studies, using software with word prediction, using text-to-speech features

Student’s Name

Include student’s first name in the goal.Clearly Defined Behavior – This portion of a well-written goal specifically describes the target behavior in measurable and observable terms, using action verbs to state what the student will do. Use of vague terms (such as understand, recognize, discover) that cannot be observed directly or counted should not be used.

Examples: locate, name, rank, select, point to, solve, analyze, create, compare, describe, read orally

The Big Ideas, Concepts, and Competencies from Pennsylvania Core Standards found on the Standards Aligned System (SAS) portal (www.pdesas.org) outline what Pennsylvania students need to know and be able to do in various academic, social, and behavioral areas. The SAS portal is a valuable resource to aid in writing goals that are measurable and referenced to the standards.

Performance Criteria

There are three distinct components that must be included in the performance criteria of each annual goal:

1. Criterion level – Indicates the performance level the student must demonstrate.

Examples: Percent of time, number of times out of number of trials, with percent accurate on work sample, designated criterion level on a rubric or checklist,with ___ or fewer errors, words/dig-its/correct per minute, with no more than ___ occurrences of ___, with a score of ___ or better on skill specific rating scale, with designated criterion level movement on a prompting hierarchy, independently

2. Number- Indicate the number of times behavior must be performed at criterion level to reach mastery.

Examples: The student must complete: five out of six consecutive trials, eight consecutive days, four out of five consecutive weeks, three consecutive probes, three out of five random trials, four out of five trials, two times per week, tri-weekly

3. Evaluation Schedule/Method- Indicate how frequently the student will be assessed and the method of assessment.

Examples: The student will be assessed using: daily and weekly work samples; bi-weekly reading probes; teacher-developed, scoring rubrics

Specific specially designed instruction (SDI), accommodations, and modifications needed by the student to engage in and benefit from instruction in the curriculum may be listed with the annual goals or in the Special Education/Related Services/ Supplementary Aids and Services/ Program Modifications section of the IEP.

Examples of SDI: Use of an AAC device, text-to-speech software, specific seating arrangements, training for staff in specific procedures, specific behavioral supports

Given a three minute writing prompt and use of a computer with word prediction software, Emily will create a paragraph addressing the topic of the prompt, containing at least three complete sentences, with no more than two grammatical errors, on four out of five consecutive weekly probes.

Given a choice of three known items at various intervals during the day, Nasir will indicate his preference by signing, then taking the preferred item, with one or fewer prompts, on four out of five opportunities on three out of four consecutive days.

Using a visual schedule, Ben will shift from one school task or activity to the next throughout the school day, independently without verbal outbursts, 80 percent of opportunities, daily for two consecutive weeks.

(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with IDEA, Sec. 300.320 through 300.324, and that must include–

(2) (i) A statement of measurable annual goals, including academic and functional goals designed to–

(A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and

(B) Meet each of the child’s other educational needs that result from the child’s disability;

Department of Education, Fed. Reg. 34 CFR, Parts 300 and 301 (2006).

Appropriate assistive technology (AT) devices and services can allow students with disabilities to participate in and benefit from the general education curriculum and to meet Individualized Education Program (IEP) goals. For every student with an IEP, federal and state regulations require that the team
consider the student’s need for assistive technology devices and services.

IEPs should clearly reflect the AT needed and describe the manner in which it will be used, as well as the supports required. Because AT devices and services can take various forms and are appropriate for students with a broad range of academic and functional needs, team members need to understand the various options for thoughtfully considering and including AT in the IEP document.

Consideration of AT, in the context of IEP development, review, or revision, is intended to be a collaborative process in which team members determine whether AT devices or services are needed for the student to access the general education curriculum or meet IEP goals. Consideration may be brief or extended, and may necessitate that the IEP team include (or have access to) someone who has knowledge about AT or who can guide the team in considering AT in the context of what they know about the student. (See resources for more information on AT technical assistance.)

Consideration of AT, in the context of IEP development, review, or revision, is intended to be a collaborative process in which team members determine whether AT devices or services are needed for the student to access the general education curriculum or meet IEP goals. Consideration may be brief or extended, and may necessitate that the IEP team include (or have access to) someone who has knowledge about AT or who can guide the team in considering AT in the context of what they know about the student. (See resources for more information on AT technical assistance.)

When describing the AT needed by the student, it is considered best practice to describe the features rather than brand name, because most devices and software have multiple features, not all of which may be required by the student to have FAPE. Listing the features may provide a more accurate description of what is needed by the student, and may be particularly helpful in providing back-up or temporary replacement for the AT in the event of breakdown. However, it is also acceptable to name a device in the IEP, when the IEP team determines that it is necessary.

It is the responsibility of the local educational agency (LEA) to provide AT as identified within the IEP. IDEA states that, “Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in §§ 300.5 and 300.6, respectively, are made available to a child with a disability if required as a part of the child’s special education, related services, or supplementary aids and services.

State and federal law do not require that the LEA purchase AT as needed in the IEP. It is appropriate for LEAs to purchase, rent or borrow AT, or to utilize AT that is acquired through the student’s insurance. However, the LEA may not require the family to utilize insurance or any other funding source. In the event that no alternative funding is available, the LEA remains responsible for the timely provision of AT needed as specified in the IEP.

When AT is provided for a student through a funding source other than the LEA, the LEA remains responsible for any costs related to repair, maintenance, or replacement of AT that is specified in the IEP.

On a case-by-case basis, the use of school purchased AT devices in a child’s home or in other settings is required if the child’s IEP team determines that the child needs access to those devices in order to receive FAPE (34 CFR 300.105). This may include providing AT devices or software when needed for homework, or for functional skills that are necessary across environments, such as communication using an augmentative/alternative communication (AAC) device.

PaTTAN and IU Assistance: Technical assistance and training in AT is available from Assistive Technology consultants through intermediate units (IUs). Most IUs have local procedures for requesting technical assistance or training; teams are encouraged to contact the IU for more information. PaTTAN AT consultants may also provide assistance, in collaboration with IU staff. www.pattan.net/Assistive-Technology/AT-Decision-Making/Who-Can-Help

PaTTAN Short Term Loan: PaTTAN maintains a short-term loan library, which offers a broad array of AT devices. These AT devices are borrowed by LEAs and are used to determine the appropriateness of a particular device for an individual student, prior to the LEA or parent purchasing the equipment.
www.pattan.nhttps://www.pattan.net/short-term-loan/et/short-term-loan

PIAT: Pennsylvania’s Initiative on Assistive Technology (PIAT) provides information on AT to all Pennsylvanians who may need it. PIAT also operates the Pennsylvania AT Lending Collection, which can serve as another source for borrowing AT devices. disabilities.temple.edu/programs-services/assistive-technology