THE NEW IEP FORM:
A Presentation for
Caregivers
December 5, 2024
Office of Special Education
Agenda
What do these all have in common?
IEP Project Goals
To improve outcomes for all students with disabilities by providing guidance, technical assistance, and tools on equitable processes to school and district professionals, families, and students so that all students with disabilities have meaningful access to the curriculum frameworks and life of the school.
Family and student voice
Effective, Explicit Collaboration
Form documents process
Accessibility of language
Integrated transition planning
IEPS driven by data
Areas of Focus For Improved IEP Form
While no document is perfect, and change is hard, this big change gives us the opportunity to improve our practices and better serve
and support our scholars.
Student & Caregiver Voice
Present Levels
Autism Specific Questions
Briefly describe current communication performance. | Strengths, interest areas, and preferences | Impact of student's disability on involvement and progress in the general education curriculum or appropriate preschool activities |
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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: COMMUNICATION
Does the student require the use of augmentative and alternative communication (AAC)? Consider any AAC needs for non-speaking students or those with limited speech.
Oves ONo
If yes, describe how the Team will address the student's needs (including acquiring, designing, customizing, maintaining, repairing, and/or replacing AAC device/system).
D The student needs an AAC device/system at home or in other non-school settings to receive a free appropriate public education.
D Educators, other professionals, employers, or others who work with the student need training and/or technical assistance concerning the AAC device/system.
These needs will be addressed in the following section(s) of the IEP:
D Accommodations/Modifications
D Goals/Objectives
D Services Delivery Grid
D Additional Information
Autism-Specific Question: Does the student have needs in the areas of verbal and nonverbal communication, including but not limited to those identified in assistive technology/AAC evaluation(s)?
Oves ONo
If yes, these needs will be addressed in the following section(s) of the IEP:
D Accommodations/Modifications
D Goals/Objectives
D Services Delivery Grid
D Additional Information
Additional Areas, as Applicable (such as activities of daily living, health, hearing, motor, sensory, and vision) Briefly describe current performance and any applicable documentation. Please note that parent(s) are only asked to share health information voluntarily. | Strengths, interest areas, and preferences | Impact of student's disability on involvement and progress in the general education curriculum or appropriate preschool activities |
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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: ADDITIONAL AREAS
Deaf or Hard of Hearing
D Accommodations/Modifications
D Goals/Objectives
D Services Delivery Grid
D Additional Information
Blind or Visually Impaired (including Cortical Visual Impairment)
D Accommodations/Modifications
D Goals/Objectives
D Services Delivery Grid
D Additional Information
D Screen readers or other assistive technology are needed and will be addressed in the following section(s) of the IEP:
D Accommodations/Modifications
D Goals/Objectives
D Services Delivery Grid
D Additional Information
D Accommodations/Modifications
D Goals/Objectives
D Services Delivery Grid
D Additional Information
THESE
PAGES ARE
ONLY FOR
AGED 14-22
Modifications DESE Example
New IEP and EdPlan Training
Important DESE Resources