"Quick Guide to the Iep" - Georgia (United States)

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

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  • Released on July 1, 2007;
  • The latest edition currently provided by the Georgia Department of Education;
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QUICK GUIDE TO THE IEP
 Present levels should include a complete description of the child’s academic and
functional performance including assessment results, academic and/or behavioral
strengths and needs, parent’s concerns, and the impact of the disability on the child’s
participation in the general education curriculum. The present levels are the starting
point of the IEP development.
 Special factors must be considered for all students in each IEP. If needs are identified,
they must be addressed in the IEP.
 Transition service plans must be developed for each child prior to starting high school.
The plan details the student’s needs based on an age appropriate assessments and the
course of study (diploma type) the child plans to earn. This should be updated at least
annually and is the road map to post secondary outcome goals (what the student plans
to do after high school). When students turn 18, all due process rights transfer to them
and they must be informed at age 17.
 Annual goals/objectives are developed to address specific deficits as described in the
present levels of academic and functional performance and secondary transition needs.
Goals are measurable targets predicted to be met by the completion of the IEP and
objectives are smaller steps designed to enable students to reach the ultimate goal(s).
Objectives are only required for students who will be assessed on the Georgia Alternate
Assessment (GAA) but may also be developed for any student.
 A report of student progress toward meeting the goals and objectives in the IEP will be
provided to parents throughout the school year. The schedule of reports is included in
the IEP.
 Student Supports are the accommodations, supplemental aids and services, and
modifications that the student needs to advance toward meeting annual goals and
making progress in the general education curriculum are specifically listed here.
Accommodations do not change what a student is taught but are provided to enable the
child to progress in the curriculum (e.g. using a word processor for lengthy written
assignments due to deficits in written expression).
Georgia Department of Education
Quick Guide to the Model IEP July 2007
QUICK GUIDE TO THE IEP
 Present levels should include a complete description of the child’s academic and
functional performance including assessment results, academic and/or behavioral
strengths and needs, parent’s concerns, and the impact of the disability on the child’s
participation in the general education curriculum. The present levels are the starting
point of the IEP development.
 Special factors must be considered for all students in each IEP. If needs are identified,
they must be addressed in the IEP.
 Transition service plans must be developed for each child prior to starting high school.
The plan details the student’s needs based on an age appropriate assessments and the
course of study (diploma type) the child plans to earn. This should be updated at least
annually and is the road map to post secondary outcome goals (what the student plans
to do after high school). When students turn 18, all due process rights transfer to them
and they must be informed at age 17.
 Annual goals/objectives are developed to address specific deficits as described in the
present levels of academic and functional performance and secondary transition needs.
Goals are measurable targets predicted to be met by the completion of the IEP and
objectives are smaller steps designed to enable students to reach the ultimate goal(s).
Objectives are only required for students who will be assessed on the Georgia Alternate
Assessment (GAA) but may also be developed for any student.
 A report of student progress toward meeting the goals and objectives in the IEP will be
provided to parents throughout the school year. The schedule of reports is included in
the IEP.
 Student Supports are the accommodations, supplemental aids and services, and
modifications that the student needs to advance toward meeting annual goals and
making progress in the general education curriculum are specifically listed here.
Accommodations do not change what a student is taught but are provided to enable the
child to progress in the curriculum (e.g. using a word processor for lengthy written
assignments due to deficits in written expression).
Georgia Department of Education
Quick Guide to the Model IEP July 2007
QUICK GUIDE TO THE IEP
 Assessment determination is made on an individual basis according to whether the
student is taught grade level standards, modified achievement standards, or alternate
standards. Only students taught alternate standards are eligible for assessment through
the Georgia Alternate Assessment (GAA) which is a portfolio of student achievement
submitted each spring.
 General education classes are those that the child will attend without the need for
special education services. Students’ accommodations and behavior intervention plans
may be provided and implemented but specialized instruction is not needed.
 Special education instruction/related services may be provided in the general
education setting ranging from minimal support (consultation from a special education
teacher) to maximum support (co-teaching class which includes full time special
education and general education teachers). This section of the IEP specifies the amount
of time students will receive special education services in the general education
classroom.
 Special education instruction/related services may also be provided outside of the
general education setting from the least restrictive setting (separate class) to the most
restrictive setting (hospital/homebound or residential setting). Decisions are made on
an individual basis according to students’ needs. There must also be an explanation of
the extent to which the child will not participate with nondisabled children in the
regular class and in the nonacademic and extracurricular activities.
 Transportation may be provided through special education as a related service if the
child is unable to ride the bus with regular education peers or if regular transportation is
not available.
 Extended School Year (ESY) is recommended for some students and it extends goals
and/or objectives from the current IEP for additional time so that the student is
provided a free appropriate public education. Transportation may be provided as a
related service to enable the child to receive ESY.
 Documentation of notice lists the dates and methods used to notify parents of the IEP
meeting and proposed changes in placement or services.
 Parent participation in the IEP process is documented here. Parents may attend IEP
meetings in person or via conference calls. If parents are unable to attend, sufficient
time to review the IEP must be provided prior to the start of implementation.
Georgia Department of Education
Quick Guide to the Model IEP July 2007
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