"Individualized Education Program (Iep)" - Georgia (United States)

Individualized Education Program (Iep) is a legal document that was released by the Georgia Department of Education - a government authority operating within Georgia (United States).

Form Details:

  • Released on July 1, 2011;
  • The latest edition currently provided by the Georgia Department of Education;
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Student Name:____________________________________
Meeting Date:____________________________________
__________________SCHOOL SYSTEM
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Initial 
Annual Review 
Amendment 
IEP Meeting Date:
Purpose of IEP Meeting :
Student Name:
Date of Birth:
GTID#
Eligibility Category(s):
Most Recent Eligibility Date(s):
School:
Grade:
School Year:
Parent(s):
Address:
Email:
Phone (home):
(work):
(cell phone):
TEAM MEMBERS IN ATTENDANCE
REQUIRED MEMBERS
ADDITIONAL MEMBERS
Parent:
Name/Title:
Parent:
Name/Title:
Local Education Agency Representative (LEA):
Name/Title:
Special Education Teacher:
Name/Title:
Regular Education Teacher:
Name/Title:
Student (age 18 or if transition is being discussed):
Name/Title:
Agency representative (responsible for transition services):
Name/Title:
I.
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Results of initial or most recent evaluation and results of state and district assessments:
Description of academic, developmental and/or functional strengths:
Description of academic, developmental and/or functional needs:
Parental concerns regarding their child’s education:
Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate
activities):
Page 1 of 7
Georgia Department of Education
Model Form July 2011
Student Name:____________________________________
Meeting Date:____________________________________
__________________SCHOOL SYSTEM
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Initial 
Annual Review 
Amendment 
IEP Meeting Date:
Purpose of IEP Meeting :
Student Name:
Date of Birth:
GTID#
Eligibility Category(s):
Most Recent Eligibility Date(s):
School:
Grade:
School Year:
Parent(s):
Address:
Email:
Phone (home):
(work):
(cell phone):
TEAM MEMBERS IN ATTENDANCE
REQUIRED MEMBERS
ADDITIONAL MEMBERS
Parent:
Name/Title:
Parent:
Name/Title:
Local Education Agency Representative (LEA):
Name/Title:
Special Education Teacher:
Name/Title:
Regular Education Teacher:
Name/Title:
Student (age 18 or if transition is being discussed):
Name/Title:
Agency representative (responsible for transition services):
Name/Title:
I.
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Results of initial or most recent evaluation and results of state and district assessments:
Description of academic, developmental and/or functional strengths:
Description of academic, developmental and/or functional needs:
Parental concerns regarding their child’s education:
Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate
activities):
Page 1 of 7
Georgia Department of Education
Model Form July 2011
Student Name:____________________________________
Meeting Date:____________________________________
II. CONSIDERATION OF SPECIAL FACTORS
 Yes
 No
a)
Does the student have behavior which impedes his/her learning or the learning of others?
If yes, consider the appropriateness of developing a Behavior Intervention Plan.
 Yes
 No
Behavior Intervention Plan developed?
Refer to Behavior Intervention Plan for additional information.
 Yes
 No
b)
Does the student have Limited English proficiency?
If yes, consider the language needs as related to the IEP and describe below.
 Yes
 No
c)
Does the student have blindness/visual impairment?
If yes, provide for instruction in Braille and the use of Braille, unless the IEP Team determines that instruction in Braille is not appropriate for the student
after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media, including evaluation of future needs for
instruction in Braille or the use of Braille. Describe below.
 Yes
 No
d)
Does the student have communication needs?
If yes, consider the communication needs and describe below.
 Yes
 No
e)
Is the student deaf or hard of hearing?
If yes, consider and describe the student’s language and communication needs, opportunities for direct communication with peers and professional
personnel in the student’s language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the
student’s language and communication mode. Describe communication needs below.
 Yes
 No
f)
Does the student need assistive technology devices or services?
If yes, describe the type of assistive technology and how it is used. If no, describe how the student’s needs are being met in deficit areas.
 Yes
 No
g)
Does the student require alternative format for instructional materials?
If yes, specify format(s) of materials required below.
 Braille
 Large type
 Auditory
 Electronic text
III. TRANSITION SERVICE PLAN
th
A transition service plan must be completed no later than entry into 9
grade or by age 16, whichever comes first, or younger, if determined appropriate by the
IEP team and updated annually. If transition service plan is developed, attach to the IEP.
Page 2 of 7
Georgia Department of Education
Model Form July 2011
Student Name:____________________________________
Meeting Date:____________________________________
IV. MEASURABLE ANNUAL GOALS
Measurable Annual Goals: Academic and/or functional goals designed to meet the child’s
Progress At Reporting Period
needs that result from the disability to enable the child to be involved in and make progress in
Method of
Criteria for Mastery
the general education curriculum or to meet each of the child’s other educational needs that
Evaluation
1
2
3
4
result from the disability.
(date)
(date)
(date)
(date)
1.
2.
3.
4.
REPORT OF STUDENT PROGRESS
When will the parents be informed of the child’s progress toward meeting the annual goals?
Page 3 of 7
Georgia Department of Education
Model Form July 2011
Student Name:____________________________________
Meeting Date:____________________________________
V. MEASURABLE ANNUAL GOALS & SHORT TERM OBJECTIVES/BENCHMARKS
Academic and/or functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum or to meet each of the
child’s other educational needs that result from the disability.
MEASURABLE ANNUAL GOAL:
______________________________________________________________________________________________________________________________________________
Progress At Reporting Period
Short term objectives/benchmarks: Measurable, intermediate steps or targeted sub-skills to
Method of
Criteria for Mastery
enable student to reach annual goals.
Evaluation
1
2
3
4
(date)
(date)
(date)
(date)
REPORT OF STUDENT PROGRESS
When will the parents be informed of the child’s progress toward meeting the annual goals?
Page 4 of 7
Georgia Department of Education
Model Form July 2011
Student Name: ____________________________________________________________Meeting Date: __________________________________________________
VI. STUDENT SUPPORTS
To advance appropriately toward attaining annual goals; to be involved and progress in the general curriculum; to be educated and participate with other
children in academic, nonacademic and extracurricular activities, the following accommodations, supplemental aids and services and/or supports for school
personnel will be provided:
Instructional Accommodations
Classroom Testing Accommodations
Supplemental Aids and Services
Supports for School Personnel
VII. ASSESSMENT DETERMINATION FOR DISTRICT AND STATEWIDE ASSESSMENTS FOR GRADES K-12
a)
The student will participate in the following regular required assessments (Each state mandated test and subtest must be considered individually and
documented below).
Specific Testing Accommodations (Accommodations used for assessment must be consistent with accommodations used for classroom instruction/testing and
specified in the IEP. Some accommodations used for instruction may not be allowed for statewide assessment. Refer to the GaDOE Student Assessment
Handbook for the only allowable accommodations. Conditional accommodations are only allowable for students who meet eligibility criteria.) All subtests must
be considered individually. If the CRCT-M is considered, the Participation Guidelines for the CRCT-M must be completed and attached.
Test
Subtest
Setting
Timing/Scheduling
Presentation
Response
None, Standard or Conditional
 Yes
 No
b)
The student will participate in the Georgia Alternate Assessment (GAA)
If yes, provide a statement of why the child cannot participate in regular required assessment.
Georgia Department of Education
Model Form July 2011
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