3. A PRESENTATION ON WRITING
Dr. Clifford Janey, Superintendent
Dr. Kevin West, Assistant Superintendent
Thomas Dugan, Director
A PRESENTATION ON WRITING
CODE-COMPLIANT IEPS THAT ENSURE A STUDENT’S NEEDS ARE ADDRESSED
Newark Public Schools Office of Special Education Professional Development Center
For Code & Procedure Questions call:
Mitchel Gerry Mary Hart
Sakinah Springs Sandy Bruno at
For Technology Questions Joe Fonseca

4. YOU CAN MAKE A DIFFERENCE!
Each student’s Individual Educational Program (IEP) is critical:
● describes the required special education program
● ensures a Free and Appropriate Public Education (FAPE)
● ensures Least Restrictive Environment (LRE)

5. This Presentation will Focus on Completing Key Sections of the IEP with Guidelines and Sample Statements
● PLAAFP
● BIP
● Special education program / related services
● LRE rationale
● Goals and objectives

6. Present Levels of Academic Achievement and Functional Performance (PLAAFP)
● Identifies the student’s strengths, weaknesses, and needs related to the general curriculum & programs, as well as other educational needs
● The remainder of the IEP delineates the special education program, services, accommodations, modifications, goals and objectives to address the needs delineated in the PLAAFP.

7. ♦ most recent evaluations with dates
PLAAFP Considerations for all IEPs Consider relevant data List sources of information used to create the IEP including:
♦ most recent evaluations with dates
♦ district / state testing
♦ teacher / parental input
♦ classroom observations
♦ interests / preferences of the child

8. PLAAFP Considerations For All IEPs
Concerns of the Parent
The Parent is an equal member of the IEP
team and has a voice in the process. Their
concerns must be captured and recorded in
writing within the PLAAFP. They have an
unique perspective on how their child’s
disability has impacted on his/her progress in
the general education curriculum.

9. PLAAFP Considerations for all IEPs Strengths of the Student
♦ IDEA’s priority is that students will be educated in the
general education curriculum and program
♦ Consider what the student can do in relation to the
curriculum and age appropriate grade level
♦ These strengths should be written in a cohesive, integrated
paragraph. They must consider the whole child
including academic, cognitive, social, adaptive, and
communication strengths as they relate to progress in
the general education curriculum and grade.

10. PLAAFP Considerations for all IEPs Weaknesses of the Student
♦ Consider how the child’s disability affects his/her
involvement and progress in the general education curriculum
♦ These weaknesses should be written in a cohesive,
integrated paragraph. They must consider the whole child
including academic, cognitive, social, adaptive, and
communication strengths as they relate to progress in
the general education curriculum and grade.
♦ Also include strategies / accommodations that have been
been effective in helping the student access and make progress in the general education curriculum

11. PLAAFP Considerations for all IEPs
Other educational needs that result from the
student’s disability
♦ USDOE guidance delineates behavioral skills, communication, self-determination skills, job-related skills, independent-living skills, & social skills as some examples of “other educational needs”

12. PLAAFP Considerations for all IEPs
Special Factors
There are seven special factors that each IEP team must consider:
1. Transitional Services
2. Behavior that Impedes Learning
3. Limited English Proficiency
4. Communication Needs
5. Deaf or Hard of Hearing
6. Assistive Technology Devices and/or Services
7. Blind or Visually Impaired
♦ this part of the PLAAFP is service oriented listing the
services, devices and/or equipment that a student might need
in order to receive FAPE
♦ The discussion of the strengths and weaknesses for each area
would have been discussed in the first part of the PLAAFP

13. Considerations for all IEPs Special Education Program
♦ Based on the student’s needs identified in the PLAAFP
the IEP team discusses and decides on an appropriate program/placement that would meet those needs
♦ According to LRE mandates, general education with supplementary aids and services must be the first consideration for all children
♦ Program decisions are made by the IEP team, however
placement (physical location) is made by OSE

14. Considerations for all IEPs Behavior Intervention Plan
♦ When a student’s behavior impedes his/her learning or the learning of others, the IEP team must consider strategies, interventions and supports to address the behavior
♦ Behaviors that should be addressed include but are not limited to: aggression, withdrawal, self isolation, off task,
bullying, poor organization, school phobia and others
♦ BIPs are written for the teacher and should be practical and ‘doable’ in the classroom

15. Considerations for all IEPS LRE Rationale
♦ If a student will be in a gen ed setting for more than 80% of the day a rationale is not needed
♦ The IEP must state why a gen ed setting was not
appropriate to meet this student’s needs
♦ The harmful and/or beneficial effects on the student and others must be discussed with regard to the agreed upon program/placement ( not location)

16. Considerations for all IEPs Related Services
♦ Based on the student’s needs discussed in the
PLAAFP, the IEP team must decide on appropriate
related services that have been recommended by
evaluators or others that would support the student’s
needs
♦ Related services need to be delineated according to
type, beginning / end dates, frequency, location and
duration
♦ Each related service must have a goal page that lists
observable, measurable goals

17. Considerations for all IEPs Annual Goals
♦ Based on the student’s needs discussed in the
PLAAFP, the IEP team must decide on appropriate
goals to support the student in the general education
curriculum and grade
♦ NPS curriculum is aligned with the NJ Core Curriculum
Content Standards for each subject
♦ It is assumed that the student will be instructed in the grade
appropriate curriculum and therefore goals should address
needs delineated in the PLAAFP

18. Considerations for all IEPs Annual Goals
The annual goals must delineate what a child can reasonably accomplish in a year. These goals can address an array of needs, including academic, social, behavioral, physical, cognitive, communication, adaptive, or other educational needs. Therefore, not only are these curriculum goals & objectives, but they are goals & objectives that can be delineated under related services, BIPs, modifications, accommodations etc.

19. Considerations for all IEPs Annual Goals
Once the IEP team identifies the annual goals & objectives, they must identify and specify in cooresponding sections of the IEP:
♦ The time frame to achieve each short-term objective
♦ The evaluative method(s) & criteria that will be used to
assess success in reaching benchmarks/objectives
♦ The curriculum modifications, including supplementary
aids and services, which must be provided in each
curriculum area
♦ How the parents will be regularly informed of the
student’s progress towards achieving annual goals

20. Considerations for all IEPs Goals & Objectives
Why IEP Goals & Objectives Must Be Measurable?
♦ They enable parents, students, and educators to
monitor the student’s progress towards reaching
these goals during the year
♦ If appropriate IEP goals should be revised according
to the student’s educational needs
♦ The student’s progress towards achieving these
goals & objectives must be reported regularly to
parents.

21. Considerations for all IEPs ♦ Developed by the IEP team (case manager, parent and teacher ) ♦ Legal document that guarantees the student with special needs FAPE in the least restrictive environment