How to write and facilitate an IEP By, Miranda Polodna

Beginning Thoughts How old is the student? Will he/she turn 14 during the time frame of this IEP? Does the student need services for speech & language, hearing impairment, Occupational Therapy, etc. Begin organizing this data before writing the IEP.

First Step If the student will be 14 years or older during the time frame of the IEP, interview the student about what he/she would like to do when he/she graduates from high school. Gather any test scores, or have the student tested prior to writing the IEP.

Cover Page Find the current information about the student and his/her parent, guardian, school district. Names, addresses, phone numbers, age of student, grade level of student, etc. This will be listed on the cover of your school district’s IEP documents.

The student’s strengths When writing about the student, include every positive thing that the student does, even if it is as simple and being able to follow directions 70% of the time. Build upon academic and personal goals of the student so the material is easily related to and of interest to the student.

Present level of Performance If the student needs work in the area of academics only and not in the area of behavior, center the present level of performance around the core subjects, math, reading, written language, social sciences, etc. Some students may need additional goals based upon their behaviors in the classroom setting.

Present Level of Performance Cont. Choose 3-4 areas that the IEP team would like to see the student improve in over the following school year, and write each area in a separate paragraph. State the students actions in a positive way, eg. Instead of saying “is not able to make friends,” “The student needs assistance with forming lasting friendships with others.”

Connecting the Goals From each of the paragraphs in the present level of performance, create one goal that is measurable. Example: In one year’s time, across all settings, Bobby will demonstrate the socially acceptable method of interacting with his peers in every 8 out of 10 opportunities.

The Goals After writing each goal, make sure to double check that goal to see the connection between the goal and the present level of performance. Verify that the goals are measurable and to the point, limit the use of the words and, but, also, etc.

The Transition Portion Use the interview that was conducted prior to writing the IEP to write the transition portion of the IEP. Answer the following: What career would you like to have? When do you want to live on your own, where are you interested in living? What type of college are you interested in attending? What tasks can you complete on your own in order to maintain a positive living style?

Legal Rights Page through the IEP slowly to make sure each question has been accurately and appropriately marked. Verify that all pages are numbered and include the student’s name at the top of each page.

Gathering Together Once the IEP team is together, introduce all individuals, slowly read through the IEP reminding the team that this is a draft and is open for change in any area necessary. Be professional Involve the student in the discussion of the IEP as much as possible. State items in a positive way to give the student a sense of “wanting to strive to reach the goals that the IEP team created with him/her.”

Editing Once the meeting is complete, edit the IEP to make sure all necessary adjustments have been made. Send a copy of the updated IEP to each person involved with the IEP team. Include a copy of the IEP in the student’s file to mark progress as the year continues.