An individual Education Plan (IEP) is the map that supports the entire educational program for students with disabilities. The IEP is a legal contract between the family and school for the delivery of educational services to their child. Each IEP must be unique to meet the individual needs of each student. An IEP is both a process and a product. The process is one of collaborative discussion which brings together parents and educators as equal partnerssharing ideas and information in order to develop the IEPdocument. The product is a unique plan of supports throughout the student’s educational day. It is the responsibility of all educators to become familiar with the contents of students IEP and implement the recommendations consistently throughout the school day.
The IEP document should contain a statement of the child's present levels of educational performance in the areas of M-management, A- academic, P-physical and S-social skills.
The PLEP statements should never be mixed in with recommendations. Each area must state current levels of instruction in core areas, strengths and priority needs. Present level statements tell us where the student is at the present time. Only then can CSE consider where they want the child to be a year from now. Criteria that should be used to evaluate PLEP statements are;
After PLEPS the CSE team will write individualized annual goals for the student. The goals will describe what the student will be accountable to learn during the upcoming year. The goals will be driven from the needs statements of the PLEP. The IEP goals should focus on reducing or eliminating a specific skill deficit. They should not restate general education curriculum. An IEP should include ways for teachers and parents to objectively measure progress or lack of progress in the special education program. Many needs will be addresses in other areas of the IEP and the goals should be limited to 3-5 priority areas for the whole document. Criteria that should be used to evaluate individual goals are;
Is it essential learning?
Measurable to be accomplished in one year
Is not grade level general education curriculum
Is written to close a specific skill deficit related to there disability
