Iep Statement

Gibbs & Dyches, Guide to Writing Quality Individualized Education Programs, takes the reader through the process of writing a quality, legally-binding Individual Education Program (IEP). The IEP is essentially a tool used to ensure success by stating current performance, setting goals, and including steps to getting the student to the goal.

The first step to writing a quality IEP is to describe the student’s present level of academic achievement (achievement in school curriculum) and functional performance (achievement in life skills) in a PLAAFP statement. A PLAAFP statement should be a descriptive statement of the current level of performance including a description of how the student’s disability is affecting his/her performance. This statement is used to set appropriate annual goals for the student’s progress. Before writing a PLAAFP statement, the

This describes where and when the services will be provided to meet the student’s goals. IDEA requires that the student be educated in the least restrictive environment, meaning with children without disabilities to the maximum extent as determined by the IEP team. In certain situations, supplementary aids and services must be provided and this information should also be stated in this section of the IEP. The date, frequency, location, and duration should be stated as well (Gibb & Dyches, 2007, p. 65-74) [Click and drag to move] .

The next steps is to explain the extent if any, to which the student will not participate with non-disabled students in the regular class and in extracurricular and other nonacademic activities as well as explain accomodations to measure achievemet in state and district-wide assessments. Students may require accomodations such as setting, scheduling, test format, test directions, test procedures, and student response format acheieve academic success (Gibb & Dyches, 2007, p. 77-86) [Click and drag to move]