Individual Education Plan (IEP) Components: 7 Quarterly Progress Monitoring

An Individual Education Plan (IEP) can be

Progress monitoring is a scientifically based
viewed as a blueprint or plan for the special practice used to assess your child's
education experience of a child with a academic progress and evaluate the
disability. The IEP Must then contain specific effectiveness of instruction. Progress
information per student (Parent Center Hub, monitoring tells the teacher what your child
has learned and what still needs to be
2020). These components include:
taught.
Progress monitoring can be implemented
 The Current Skill Level- Each IEP with individual students or an entire class.
should incorporate a depiction of the In progress monitoring, the teacher uses
student's present exhibition and abilities short tests to evaluate your child's progress
in every aspect of concern. It ought to in specific areas. The teacher may test your
clarify what disability means for their child often - every week or two.
advancement in the overall schooling The teacher creates progress graphs that
educational plan. show the child's progress toward the IEP
goals. You may receive copies of these
 Annual Goals- Provides data about a
progress graphs every few weeks. If you do
student's objectives, which should be not, write a short letter to request your
refreshed once annually. Objective child's progress graphs.
proclamations indicate what a student is
relied upon to learn in the coming year,
including scholastic abilities and any
significant useful abilities.
 Progress Tracking- contain a
clarification of how progress toward
objectives and goals will be estimated
 Special Education Services- a
depiction of the student's custom
curriculum program which has been
intended to suit their specific necessities
 Duration of Services- incorporate a
projected start and end date of any Annual Review Process
administrations the IEP group proposes
 Participation in Mainstream Each year the IEP Committee is required to
Classroom- This segment guarantees review the student’s existing IEP and present
that students are instructed at all program. During this process, the Eligibility 9
prohibitive climate furthest degree that Committee will make recommendations upon 10
is fitting. review of records that will continue, change,
 Testing Adaptions revise or end the student’s special education
 Statement
Related of Transition
Services 11 program. The annual review occurs within a
year of initial placement and yearly thereafter.
Related services is the term for The date of the annual review should be part
those services a disabled child needs of the student's IEP. An Eligibility Committee
review may be requested by the
in order to benefit from special
parent/guardian, the student's teacher, or a
education.
school administrator, at any time, to
determine if a change or modification is
Related services include speech needed. At the annual review meeting, the
therapy, occupational therapy, team reviews the student’s progress towards
physical therapy, and rehabilitation the IEP goals and the general education
counseling are related services. curriculum. They will consider the results of
Transportation to school is a related any re-evaluations, information about the
service. student, including information provided by
the parent/guardians, classroom-based
assessments and the observations of teachers
and related service providers.
Eligibility Requirements 6 13
Procedural Safeguards
 “In order for a child to be considered a Procedural safeguards are designed to protect the
child with disabilities and receive rights of parents and their child with a disability and,
special education, their results from at the same time, give families and school systems
their evaluation must prove they have several mechanisms by which to resolve their
disputes (Understood, 2020). Below are 10
one or more of the disabilities
procedural Safeguards:
recognized by IDEA” (Center for
Information and Resources, 2017) 1. Procedural Safeguards Notice
o Autism 2. Parent Participation
o Deaf-Blindness 3. Access to Educational Records
o Deafness 4. Confidentiality of Information
o Developmental Delay 5. Prior Written Notice
o Emotional Disturbance 6. Informed Consent (or Parental Consent)
o Hearing Impairment 7. Understandable Language
8. Independent Educational Evaluation (IEE)
o Intellectual Disability
9. “Stay Put Laws” Rights
o Multiple Disabilities 10. Dispute Resolution Options
o Orthopedic Impairment
o Other Health Impairment
o Specific Learning Disability
o Speech or Language Impairment
IDEA
1
o Traumatic Brain Injury
o Visual Impairment
The IEP Process Explained

Prior Written Notice (PWN) 12

Created by:
Nichelle Jewett
Prior Written Notice is an element of the Individuals with
Disabilities Education Act (IDEA), the federal law that GCU-SPD 500
protects children with learning and other disabilities.
Under IDEA, parents of children with LD are entitled to Professor Susan Myers
notification—Prior Written Notice (PWN)—any time the
school district adds, changes, or refuses educational
services for their child. In addition, PWN applies when a
district wants to evaluate a student: They must inform
parents in writing within a “reasonable time” before they
engage in the evaluation.
Parents should be aware that PWN always contains
several key elements as dictated by the law. These
include:

 A description of the action proposed or

refused
 An explanation of why the district proposes
or refuses to take action
 A description of other options the IEP team
considered and the reasons for rejecting those
options
 A description of each evaluation procedure,
assessment, record, or report the district used
in its rationale for taking the action
 A description of other factors that were
deemed relevant to the district’s action
 2 Evaluation Process 5 Parent-Student Involvement 8
Free Appropriate Public Education
Free Appropriate Public Education (FAPE) is an According to Reading As a parent, you may be thinking,
individualized educational program that is designed Rockets article, during the “what is my role in getting the
to meet the child's unique needs and from which evaluation process, the best help for my child?” or “what
the child receives educational benefit, and parents and the child’s IEP
should I be doing on my end to
prepares them for further education, employment, team at their school are
make sure everything is getting
and independent living (Parent Center Hub, 2020). allowed to make a
recommendation for an
handled?” Although it may seem
Under IDEA, children with disabilities have access
evaluation. The referral as if everything is being handled
to free appropriate public education (FAPE) at the
process starts with pre- within the school, it has been
public’s expense.
referral activities to proven that progress happens in
determine if the child can the home as well. It may be
be successful with difficult to know what your role is,
interventions. If the child’s however setting aside time for
Least Restrictive Environment 3 difficulties are not solved your child and being involved in
during pre-referral, then a their education is extremely
Learners with disabilities should learn referral is made, and the important. Asking your child’s
alongside typical learners in the classroom. parents are sent a consent treatment or IEP team any
A child is only removed from the general form for evaluation. At that
questions you may have, is a great
point, evaluation begins.
education classroom if their needs aren’t IDEA includes a provision thing. It will your child’s
being met (Understood, 2020). that allows the parent to treatment team that you are
submit a written request and wanting to know everything you
4 consent for evaluation. The can to help your child.
Referral Process school district must obtain
an informed consent from Now what can your child do? Your
A referral process begins when a teacher the parent before an initial child is helping themselves by
believes a particular student is having a evaluation is conducted. being present, working hard, and
difficult time in the classroom. They will Consenting to an evaluation doing their best every day.
on your child does NOT
then contact the counselor or psychologist mean that you have
Everyone is going to have good
and notify the parent of any updates. There consented to placement. and bad day. Remind yourself and
will be a meeting scheduled for the teacher, Placement is determined your child every day that it is okay
parent, and counselor to discuss the matter through the IEP process to have a couple of bad days!
(Reading Rockets, 2020).
at hand. The teacher will explain the
problems or observations to the parent and Evaluation is not limited to
determine the next step to address issues academic areas of study. It
(Reading Rockets, 2020). may be important to assess a
child’s needs in areas such
as:
 Health
 Vision
 Hearing
 Independent Skills
 Communication
 Intellectual
Achievement
 Academic
Achievement
 Social History of the
child and their family
 Behavior (if needed)