How to Write an IEP | Teach Tastic IEPs
If you are a teacher or iep team member who wants to write a great individualized education program. Then you are in the right place. Our full length guide offers text examples for easy use in your own IEPs or as a time saving framework to individualize for your students. This simple guide can cut your individualized education program writing time in half.
As a special education teacher, you know that writing Individualized Education Programs (IEPs) is an important part of your job.
But did you know that there are tools and materials available to make this process easier and faster?
Our full length guide offers text examples for easy use in your own IEPs or as a time saving framework to individualize for your students. This simple guide can cut your individualized education program writing time in half. See full length guide here
Become more efficient when writing an IEP
Eliminate hours of work when creating a new IEP from scratch by using our guide
Reduce the amount of time it takes to find appropriate examples for your student's individual needs
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Before an IEP
Special education teachers should be aware of the process that goes into determining if a child is eligible for services.
First, the child must be formally diagnosed with a disability. This diagnosis is made according to state and federal guidelines by a team of professionals (e.g., school psychologist, speech therapist, physical therapist).
Then the child's educational needs must be identified. The RTI process can help accomplish this task. If the child does not respond adequately to the instruction she receives, her response to an RTI process is used to determine the next steps--for instance, whether she should be referred for a full evaluation.
The child needs an Individualized Education Program (IEP) in order to receive special education services. An IEP is a legally binding document that outlines what kind of instruction and accommodations a student will receive to address her unique educational needs.
Writing an IEP
As a special education teacher, you know the importance of writing an IEP for each of your students.
An IEP lays out all of the student’s needs and services, and it’s up to you to follow special education law and district rules when creating them.
Here are the common parts of an IEP – make sure they are all included in your students’ plans!
IEP Sections and Workflow
This portion will provide an overview of the sections and workflow for writing an IEP.
An IEP is a legal document that outlines all of the student's needs, services, and accommodations. It is usually written by special education teachers in conjunction with parents/guardians/caregivers, but can also be written by administrators or other educators.
In the first portion of the IEP, you will want to include all pertinent information about the student. This includes name, age, grade level, as well as demographic information such as sex and race. It is also important to include other information that directly pertains to their special education needs including what school or district they go to, who their teachers and service providers are, what their goals and objectives are, and any other relevant information about the student.
Services and Accommodations
After providing information about the student, you will want to list the services they receive in school. Services can include special education teachers or paraprofessionals, speech therapists, physical therapists, occupational therapists, nurses, and other related services. It is important to list the frequency of these services as well as who will be providing them (for example, if a student sees their special education teacher 3 times a week for reading instruction, then that should be listed).
Accommodations can include preferential seating in the classroom, use of an electronic device, an alternative assignment, etc. In many cases, accommodations will need to be provided in order for the student to access the core curriculum or to take part in the districtwide assessment such as required testing or end-of-course exams.
Present Levels of Academic and Functional Performance
In this portion of the IEP, you will want to assess the student's academic and functional performance. The teacher should have a clear understanding of how well they are performing in school from both an academic standpoint as well as a behavioral/social aspect. Academic abilities can be broken down into specific subjects or just more general categories such as reading, math, and written expression. Functional abilities refer to things such as social skills, self care, and daily living skills. Demographic information is also included in this section with the student's present levels of academic and functional performance.
Goals and Objectives
Once you have a clear understanding of how well your students are currently performing, it is time to set goals and objectives. These terms can be used interchangeably, so it is up to the individual team to decide what labels they would like to use. Since these terms are often used interchangeably, I will briefly describe each term below so that you understand each category.
Goals are statements that indicate what students should be able to do in order to show mastery of a standard or benchmark. Goals should be stated as statements and include the year and grade level at which they will be completed. Some examples of goals are "By the end of 3rd grade, Jane will read on a 5th-grade reading level." or "By next year, Bobby will have functional bowel control so that he is able to wear underpants instead of a diaper."
Objectives are steps taken in order to achieve a goal. Objectives should be stated as behaviors and should use action words and be observable (for example "is able to" or "will"). Some examples of objectives are: "By the end of the semester, Jane will read on a 5th-grade reading level." "By the end of the semester, Bobby will be able to introduce himself to three new people."
Progress Reporting and Evaluation
Progress reports and evaluations should take place at least once a year in order to determine whether or not the student is making adequate progress towards their goals and objectives. The team will need to make modifications to the IEP if they see that it needs to be changed.
When students show significant improvement, they can often move through an age-appropriate grade level. This should be considered by the team when determining if a student has made adequate yearly progress towards their goals.
Ways to Collect Data for Progress Reports
Daily Report Card
Daily Feedback Sheet (for students who struggle to attend to tasks)
IEP Goal Tracking
The team compiles a list of any restrictions or limitations that the student may have in order to show how they will be educated in the least restrictive environment possible. There are many factors that impact this decision, so it is important for the team to list everything relevant. For example, an individualized education program might state that the student can not be included in any classroom activities for more than 5 minutes at a time if they are likely to destroy property.
Least Restrictive Environment
The final section of the IEP states that students should be educated in the least restrictive environment possible. The team will need to provide specific examples of how this can be done so that the student is not isolated from their peers. Some examples include mainstreaming, the use of an augmentative communication device, peer-mediated support, or specialized instruction with a paraprofessional.
Least Restrictive Environment Hierarchy List
A teacher's guide to the Least Restrictive Environment Hierarchy for students in special education.
This guide is designed to help teachers identify and provide the most appropriate educational setting for each student with special needs.
The ultimate goal of special education is to ensure that all students receive a free and appropriate public education in the least restrictive environment possible.
Bookmark this guide now to remember how and where to create a successful learning environment for your students with special needs.
General education classroom with General Education support.
General education classroom with Paraeducator support.
General education classroom with Special Education support (Co-Taught).
Partial mainstream or inclusion classroom.
Special education resource classroom.
Self contained classroom.
Out of district specialized program.
Parental, or Guardian, Consent
When writing an iep parent involvement is important. Getting their content is important when making a decision that affects their child.
If you are a parent of a child with an IEP, it is important that you read and understand the document so that you can be an active participant in your child's education. If you have any questions, don't hesitate to ask your child's teacher or school administrator. The team who created your child's IEP wants what's best for them, and they will be more than happy to answer any questions you may have.