SACHEM’S IEP WRITING CHEAT SHEET
EVALUATIONS/REPORTS:
To be input by chairperson and clerical staff
TEST RESULTS:
To be input by chairperson and clerical staff
PRESENT LEVELS OF PERFORMANCE (PLPS)
· You are responsible for this section
· Must be revised at least annually and reviewed/updated each time a CPSE meeting is held to assure that they reflect the current functioning levels of the child (for example: toileting status and addition of new services).
· Must be thorough and identify how the child functions now (providing a baseline, cannot just say “average”)
· Should include child’s strengths, preferences, interests, and needs
· Concerns of the parent(s); the chairperson will complete at the meeting
ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICS
• This section of the PLP should be broken down into three areas with the following headings:
• Basic Cognitive/Daily Living Skills
• Speech/Language
• Other (COGNITIVE FUNCTIONING AND LEARNING STYLE); with regard to the Learning Style identify at least a strength; do not just put
mutli-sensory learner
• We are looking for a narrative that clearly describes functioning in each of the three areas. We are looking for statements as to what the child can and cannot do based on recent testing and/or clinical observation.
SOCIAL DEVELOPMENT
• A narrative that describes how the child interacts with adults and peers
• How the child’s behavior affects his/her social development
• How the child adjusts to the preschool and community environments
• How the child feels about him/herself
• If the student is transitioning from CPSE to CSE with counseling services you need to attach a goal to the need; make sure is appropriate for the classroom teacher to address
PHYSICAL DEVELOPMENT
• Includes any medical diagnoses, results of physical, hearing, or vision examinations
• Information is provided regarding fine and gross motor functioning and sensory processing
• Indicate if physical skills or limitations interfere with the learning process
MANAGEMENT NEEDS
• Identify the environmental, human, or material resources that are needed in order for the child to benefit from instruction
• Identifies resources needed, not services
• Some examples include small group instruction, preferential seating, predictable routine, additional adult supervision, specialized equipment, individual instruction, minimal distractions, lighting, air conditioning, smaller setting, individual aide
STUDENT NEEDS RELATING TO SPECIAL FACTORS
Not responsible for this
EFFECT OF STUDENT NEEDS ON INVOLVEMENT AND PROGRESS IN THE GENERAL EDUCATION CURRICULUM OR, FOR A PRESCHOOL STUDENT, EFFECT OF STUDENT NEEDS ON PARTICIPATION IN APPROPRIATE ACTIVITIES
Not responsible for this
Measurable Annual Goals
· You are responsible for this section
• Reflect what the child is expected to achieve from IEP initiation date until end of the school year.
• Address the individual needs that were identified in the PLPS
• Prioritize the needs of the child
• Are reasonable in number
• Should be specific, measurable, achievable, results oriented, and time bound (SMART)
• Should be observable and written using clear language
• Can be edited and customized for each child (IEP Direct)
CRITERIA, METHOD, AND SCHEDULE
• Criteria indicates how well the student must perform the skill identified in the measurable annual goal. Criteria includes accuracy, duration, frequency, distance, over a time period (e.g. 80% accuracy over 8 consecutive sessions)
• Method identifies how you will measure/evaluate progress. Method should not be Teacher Observation or Teacher Assessment but more data driven (work samples, behavior checklists, recorded observations)
• Schedule identifies how often progress towards the goal will be evaluated (daily, weekly, every two weeks, monthly). This is how often you analyze your data, not how often you collect data; do it more often than Quartely; e.g. every 6 weeks and make sure the schedule is not shorter than the criteria
SHORT- TERM INSTRUCTIONAL OBJECTIVES AND/OR BENCHMARKS
• Objectives break down the long term annual goal into discrete components (need at least two)
• They outline the knowledge, skills, and/or behaviors needed to reach the Measurable Annual Goal (step by step)
• Benchmarks designate a target time period for each step towards the goal to occur
• Short-term instructional objectives and benchmarks are not needed for the Kindergarten IEPS of preschool students who are transitioning to CSE
• Make sure your June objective matches the goal
REPORTING PROGRESS TO PARENTS
· There will be 4 written progress reports during the school year for CPSE and 3 reports for CSE
RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
· SPECIAL EDUCATION PROGRAM: To be completed at CPSE Meeting by Chairperson
· RELATED SERVICES: To be completed at CPSE Meeting by Chairperson
· SUPPLEMENTARY AIDES AND SERVICES/PROGRAM MODIFICATIONS/ACCOMODATIONS: The student will learn through a multi-sensory approach. Need for individual aide is noted in this section of the IEP.
· ASSISTIVE TECHNOLOGY DEVICES AND/OR SERVICES: To be completed by CPSE Chairperson
· SUPPORTS FOR SCHOOL PERSONNEL ON BEHALF OF THE STUDENT: Should include the following: Staff will review IEP content information, ongoing, with each new IEP, 30 minutes, in the school building. To be completed by CPSE Chairperson
12-MONTH SERVICE AND/OR PROGRAM
· This section of the IEP will be completed by the CPSE Chairperson if 12 month services are approved at the CPSE Meeting.
PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES, SPECIAL TRANSPORTATION, AND PLACEMENT RECOMMENDATION
· These portions of the IEP will be completed by the CPSE Chairperson and clerical staff.