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INDIVIDUAL EDUCATION PROGRAM (IEP) / PROGRESS REPORT STUDENT CAMPUS Duration of Services: Instructional Services Related Services Specify Draft Accepted by ARD GRADE to Position Responsible for Implementation:

How to fill out individual education program iep

How to fill out an Individual Education Program (IEP):

1. Gather information: Start by collecting all relevant documents and information about the student, such as their academic records, assessments, evaluations, and any previous IEPs.
2. Attend IEP meetings: Participate in the meetings scheduled by the school to discuss and develop the IEP. These meetings involve parents/guardians, teachers, special education staff, and other professionals involved in the student's education.
3. Review Present Levels of Performance (PLOP): Determine the student's current academic and functional abilities by assessing their strengths and weaknesses. This includes reviewing data, observations, and input from various individuals who interact with the student.
4. Set goals: Establish specific, measurable, attainable, relevant, and time-bound goals for the student's academic and functional progress. These goals should be based on the student's present levels of performance and must address their unique needs.
5. Develop the IEP: Collaborate with the IEP team to create a detailed plan that outlines the services, accommodations, modifications, and supports the student will receive to meet their goals. This includes specifying the duration, frequency, and location of services.
6. Determine supplementary aids and services: Identify any additional resources or supports the student requires to access the general education curriculum or participate in extracurricular activities. These may include assistive technology, specialized equipment, or one-on-one aides.
7. Consider related services: Determine if the student needs any related services, such as speech therapy, occupational therapy, physical therapy, counseling, or transportation. These services are designed to support the student's educational progress and ensure their access to the curriculum.
8. Discuss placement options: Consider the least restrictive environment (LRE) where the student can receive appropriate educational services alongside their typically developing peers, to the maximum extent possible. This decision is based on the student's needs and may involve placement in general education classrooms, special education classrooms, or a combination.
9. Prepare the IEP document: Once all the components have been agreed upon, the IEP team should document all the details, including the student's present levels of performance, annual goals, services, accommodations, modifications, and placement decisions. This written document serves as the official IEP and should be signed by all team members.

Who needs an Individual Education Program (IEP)?

1. Students with disabilities: The primary recipients of IEPs are students with disabilities who require special education services to access the curriculum and succeed in school. These disabilities can include learning disabilities, autism, intellectual disabilities, emotional disturbances, and more.
2. Students who require supports: Even students without qualifying disabilities may still benefit from an IEP if they require additional academic or behavioral supports beyond what is typically provided. These supports can help address challenges and promote their educational and personal growth.
3. Collaboration: The IEP process involves collaboration between various stakeholders, such as parents/guardians, teachers, special education staff, and related service providers. The team works together to develop and implement the best educational plan for the student, ensuring their individual needs are met.

Note: It is essential to consult with your local educational agency or a qualified professional for specific guidance on filling out an IEP, as requirements and procedures may vary.

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