The IEP form includes key components designed to address the student's and families' concerns, the student's future aspirations, the student's background, and any specific needs related to language learning or assistive technology. The IEP form components are the following:

• The Student and Parent Concerns section helps the IEP Team focus on areas crucial to the student's development, such as academic, social, or behavioral aspects. 
  
  
• The Student and Team Vision section allows students to express their goals, which guide the IEP process, particularly for older students preparing for post-secondary transitions.
  
  
• The Student Profile outlines the student's disabilities and their impact on learning. 
  
  
• The English Learners section addresses the needs of students who are also acquiring English, highlighting the importance of input from language acquisition experts.
  
  
• Finally, the Assistive Technology section ensures that any required devices or services are identified and integrated into the student's educational plan.

The Present Levels of Academic Achievement and Functional Performance section of an IEP provides a detailed overview of a student's current abilities and needs across various domains. This section includes four main components:

1. Academics

2. Behavioral/Social/Emotional

3. Communication 

4. Additional Areas
   
   

Here’s a summary of some key points:

1. Language and Presentation: Use clear, accessible language, and summarize key findings from evaluations.
   
   

2. Holistic Discussion: Consider input from various sources (teachers, families, and specialists) to provide a comprehensive view of the student’s progress.
   
   

3. Strengths and Preferences: Include information about the student’s strengths, interests, and preferences related to their performance.
   
   

4. Relevance: Address each component relevant to the student.
   
   

Preparation and Follow-Up for the IEP Meeting

• Before the IEP Meeting: Collect data on the student's performance and discuss their challenges with them.
  
  

• During the IEP Meeting: Discuss skills needed across subjects and gather insights on the student's strengths and preferences.
  
  

• After the IEP Meeting: Share strengths and interests with teachers to aid in planning.
  
  

Individualized Needs and Supports

• Autism-Specific Considerations: Address verbal and nonverbal communication needs, social interaction skills, response to sensory experiences, and other areas affecting progress, such as behavior and routines.
  
  

• Behavioral/Social/Emotional: Use positive behavioral supports and consider strategies to address bullying and social challenges.
  
  

• Communication: Detail the student’s communication abilities and needs, including any use of Augmentative & Alternative Communication (AAC) devices.
  
  

• Additional Areas: Consider factors like daily living activities, health, and sensory needs.
  
  

• Deaf/Hard of Hearing: Address language and communication needs, and ensure opportunities for direct communication in the student’s preferred mode.
  
  

• Blind/Visually Impaired: Determine the need for Braille instruction based on the student’s skills and future needs.

Postsecondary Transition Planning aims to help students with disabilities transition smoothly from high school to higher education, vocational training, employment, or independent living, integrating transition planning directly into the IEP form.

Preparation and Follow-Up for the IEP Meeting

Before the IEP Meeting

• If applicable, inform families about the differences between a diploma and a certificate of completion.

• Provide the guidance counselor with details about the student's course of study, credits, and other relevant information.

• Collect data from a work coach or others involved in the student's employment and community experiences.

• Discuss the student’s strengths, interests, and preferences.
  
  

During the IEP Meeting

• Review the student’s vision and present levels of achievement to inform transition planning.

• Discuss any completed interest inventories, career readiness assessments, or related information.

Community and Interagency Connections: Document agencies and organizations involved in the student’s transition.

Transfer of Rights: Provide notice to families and the student one year before the student turns 18 or becomes legally emancipated about the transfer of educational rights.

Decision-Making Options: Record the decision-making option chosen by the student or their legal guardian.

Transition to Adult Service Agency (688 Referral): Assess if the student is within two years of exiting special education services and if they meet the criteria for a 688 referral.

The section on Accommodations and Modifications explains the two types of supports provided to students with disabilities through their IEPs.

Accommodations allow students to access the general curriculum by addressing barriers without changing the content or standards. They include adjustments in how information is presented and how students demonstrate knowledge.

Types of Changes:

• Content and standards of the curriculum are not changed.

• The ways in which educators present information and the ways in which students demonstrate their knowledge or skills are adjusted to allow for access to curriculum and instruction.
  
  

Examples:

• Providing extra time on tests.

• Using assistive technology.

• Providing visual prompts and instructions.
  
  

Preparation and Follow-Up for the IEP Meeting

Before the IEP Team Meeting

• Provide definitions of accommodations to all IEP Team members.

• Observe the student in different settings to gather data on the types of accommodations that might be necessary.

• Compile recommendations from current assessments, both formal and informal.

• Provide IEP Team members with examples of the different types of accommodations (presentation, response, timing/scheduling, and setting/environment). 
  
  

During the IEP Team Meeting

• Ask the family and student about accommodations the student might be accessing outside of school.

• Review the data collected about the effectiveness of the accommodations. 
  
  

After the IEP Team Meeting

• Collect relevant data to determine the effectiveness of accommodations.
  
  

Accommodations for Presentation of Instruction

1. Alternative presentation formats (e.g., PowerPoint, visual aids).

2. Visual supports (e.g., visual organizers, diagrams, charts).

3. Additional communication supports (e.g., speech-generating devices, communication apps, sign language).

4. Pairing with a peer mentor or co-presenting with a partner.
   
   

Accommodations for Responses

1. Alternative response formats (e.g., oral responses, speech-to-text software).

2. Simplifying language prompts.

3. Allowing use of a scribe or typing assistance.

4. Chunking assignments or tasks.

5. Pairing with a peer mentor or working collaboratively with a partner.
   
   

Timing and Scheduling Accommodations

1. Providing additional time before or after class.

2. Offering flexibility in scheduling (e.g., breaks, rest periods).

3. Providing transition support (e.g., visual schedules, extra time).

4. Providing frequent breaks (e.g., sensory, movement, rest).
   
   

Setting and Environmental Accommodations

1. Access to adaptive furniture (e.g., adjustable desks, sensory seating).

2. Reducing background noise or providing auditory supports (e.g., noise-canceling headphones, closed captioning).

3. Providing visual supports (e.g., preferential seating, visual schedules, visual prompts).

4. Access to assistive technology (e.g., screen readers, speech-to-text software, AAC devices).

5. Providing social supports (e.g., peer interactions, buddy systems).

6. Providing sensory support accommodations (e.g., sensory breaks, fidgets, sensory-friendly environment).
   
   

Modifications involve adjusting the curriculum or assessments to fit the student's needs, often by simplifying content or changing what is taught. This section also covers how to apply accommodations and modifications before, during, and after IEP meetings, and provides examples of common strategies to support students.

Types of Changes

• The curriculum is adapted to focus on key concepts.

• Content is simplified.

• Complexity of assignments or tasks is reduced.
  
  

Examples

• Using alternative assignments.

• Direct, explicit, multi-sensory instruction.

• In language arts, providing modified materials at a different reading level.

Preparation and Follow-Up for the IEP Meeting

Before the IEP Team Meeting

• If appropriate, gather input from the student about any modifications that have been helpful.

• Gather work samples that show impact of any current modifications.
  
  

During the IEP Team Meeting

• Share work samples that illustrate the impact of any current modifications the student is receiving.

• Discuss the skills the student needs and how that relates to potential modifications.
  
  

After the IEP Team Meeting

• Collect data to determine the success of modifications used.

Content Modifications

1. Modifying the language used in instructional materials or assignments (e.g., using shorter sentences, simpler vocabulary).

2. Adjusting the reading level of materials (e.g., providing simplified texts, audio versions, text-to-speech software).

3. Modifying assignments (e.g., adjusting length or complexity, reducing tasks, allowing alternative modes of expression).

4. Focusing the curriculum on essential skills and concepts (e.g., streamlining curriculum, customizing to individual goals).

Instructional Modifications

1. Providing differentiated instruction (e.g., varying levels of challenge, accommodating different learning styles).

2. Providing instructional support and structure (scaffolded instruction) (e.g., breaking down tasks, offering prompts and cues).

3. Providing direct and explicit instruction (e.g., using modeling, guided practice, step-by-step instructions).

4. Incorporating multi-sensory components into instruction (e.g., using hands-on manipulatives, visual aids, kinesthetic activities).

5. Modifying or using alternative instructional materials (e.g., providing materials in alternate formats, using assistive technology).

Output Modifications

1. Allowing students to use alternate response formats (e.g., oral responses, speech-to-text software, visual aids).

2. Providing partial completion options (e.g., allowing completion of a portion of the assignment, providing starter sentences).

3. Modifying assessments (e.g., using alternate assessment formats, adjusting number or complexity of questions).

4. Offering alternate assignments (e.g., providing choices for assignments, allowing alternative modes of expression).

Assessments are a critical component of the educational process, allowing educators and administrators to gauge student progress and identify areas where additional support may be necessary.

State or District-wide Assessments

• MCAS is the statewide assessment in Massachusetts, starting in third grade.

• Students with disabilities may receive accommodations during these assessments (extended time, breaks, and assistive technology).
  
  

Alternate Assessments

• Used for students with significant cognitive disabilities who are unable to take standard assessments, even with accommodations.

• The MCAS Alternate Assessment (MCAS-Alt) involves a portfolio of materials (work samples, instructional data) compiled annually.

• Eligibility for alternate assessments is determined on a case-by-case basis by the IEP Team.

• Participation in MCAS-Alt may delay or affect the student's ability to earn a regular high school diploma since it assesses below-standard learning expectations.

Measurable Annual Goals in an IEP are developed based on the student's current performance levels, and they serve as specific, measurable objectives for the student to achieve within a year.

These goals are created by considering the following:

• Baseline: The student's current level of performance in the targeted area, determined through assessments, observations, or other data collection methods.
  
  

• Measurable Annual Goal/Target: A specific, measurable objective that the student is expected to achieve within a year, focusing on an area of need identified through assessment and data.
  
  

• Criteria for Success: The expected level of achievement or proficiency that the student must reach to demonstrate that they have met their goal.
  
  

• Method of Measurement: The tools and processes used to assess and document progress toward the goal, such as assessments, tests, observations, or work samples.
  
  

• Schedule for Progress Monitoring: The frequency at which progress will be assessed and reported, typically quarterly, semi-annually, or at other specified intervals.
  
  

• Person Responsible: The designated professional (e.g., special education teacher, general education teacher, or related service provider) responsible for monitoring and reporting the student's progress toward the annual goal.
  
  

• Short-Term Objectives and Benchmarks: Steps that break down the annual goal into discrete components or describe the expected progress within a specified segment of the IEP period, providing a roadmap toward reaching the goal.
  
  

• Schedule of Progress Reporting: Regular written progress reports sent to families at least as often as report cards, addressing the student's progress toward the annual goal and whether the progress is sufficient to achieve the goal by the end of the IEP period.

Requirement: Educate students with disabilities alongside their peers without disabilities as much as possible. Special classes or separate schooling should only be used if the disability is severe and regular classes with extra support cannot meet the student's needs.

Preparation and Follow-Up for the IEP Meeting

Before the IEP Meeting

• Share examples of supplementary aids and services used.

• Provide the student’s current schedule.

• Present current research on inclusionary practices and examples of successful inclusion.
  
  

During the IEP Meeting

• Emphasize the importance of the general education participation section for meaningful discussion.
  
  

Key Points for Determining Participation

1. Individualized Approach: Base decisions on the student’s strengths, abilities, and needs, rather than disability category alone.

2. Collaboration: Involve the IEP Team, including families and various educators, in decision-making.

3. Academic and Social Considerations: Assess whether the general education setting can meet the student’s educational and social-emotional needs with appropriate supports.

4. Support Services and Accommodations: Identify necessary aids, services, and modifications for successful participation.

5. Social Integration: Ensure opportunities for meaningful peer interactions and social inclusion in the general education environment.

In conclusion, ensuring meaningful participation in the general education setting involves a tailored, collaborative approach that prioritizes both academic and social development, leveraging appropriate supports to achieve the best outcomes for each student.

Effective service delivery in special education ensures that students with disabilities receive the necessary support and accommodations to thrive academically and socially. This involves a range of strategies, from consultation and direct services in various settings to transportation and schedule modifications tailored to individual needs, which may include the following:

1. Consultation

• Observations and Assessments: Gather information on the student's learning environment and progress.
• Problem-Solving and Action Planning: Develop action plans and interventions with stakeholders.
• Recommendations and Support Strategies: Provide recommendations and strategies for addressing the student’s needs.
• Training and Professional Development: Offer training and professional development to support IEP implementation.
  
  

2. Direct Service in the General Education Classroom

• Specially Designed Instruction (SDI): Tailor instruction to address unique learning needs.
• Related Services: Include services such as speech therapy and counseling.
• Progress Monitoring: Track and adjust instructional strategies based on student progress.
  
  

3. Direct Services in Other Settings

• Special Education Services in Other Settings: Provide targeted instruction in smaller groups or individually outside the general classroom.
• Related Services in Other Settings: Offer services in specialized spaces for intensive support.
• Home-Based Services: Deliver services directly in the student’s home when necessary.
• Community-Based Instruction: Provide instruction in real-life settings for practical skill development.
  
  

4. Transportation Services

• Regular Transportation: Students use standard school transportation methods.
• Special Transportation: Includes specialized transportation needs such as adapted buses or equipment.
  
  

5. Schedule Modification

• Extended School Year (ESY): Adjust the school year duration to prevent regression and facilitate skill retention.
• Extended Day: Extend the school day to provide additional instructional time or support.
• Staggered Schedules: Adjust start or end times for classes to accommodate individual needs.
• Shortened Day: Reduce school day length based on specific student needs.
  
  

6. Service Delivery for Extended School Year Services

• ESY Services: Detail specific special education services, including timing and frequency.
  
  

7. Extended School Year Transportation Services

• ESY Transportation: Document and provide necessary transportation for ESY services.

In this section, the IEP Team may capture other relevant information and details that may inform the student’s educational experience, support the student’s well-being, and IEP goals.

Once the IEP has been developed, the district must follow specific procedures to ensure that families are informed and involved in the decision-making process.

These steps include:

• Providing Copies: Within 45 school days of receiving written consent for an evaluation or reevaluation, the district must give families two copies of the proposed IEP and placement, along with the required notice.
  
  

• Family Response: Families have 30 days to accept or reject the IEP, request a meeting to discuss any rejected portions, or agree to an amended proposal, and placement.
  
  

• Implementation: The school district must promptly implement all elements of the IEP that are accepted by the families once they respond.