Extractions: This publication provides substantial guidance regarding the legal requirements for developing a student's IEP. It is a verbatim reprinting of (a) federal regulations about IEPs, and (b) Appendix A (formerly Appendix C) to the IDEA 97, which is a series of questions and answers about federal regulations on the IEP. Transition Services in the IEP
Extractions: The purpose of this guidance is to assist educators, parents, and state and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children. (This guide does not address the development of Individualized Family Service Plans (IFSP) for infants and toddlers.) Office of Special Education and Rehabilitative Services July 2000 This guide was developed by the U.S. Department of Education, with the assistance of the National Information Center for Children and Youth with Disabilities (NICHCY). The Department staff contributing to this guide include: Debra Price-Ellingstad, JoLeta Reynolds, Larry Ringer, Ruth Ryder, and Suzanne Sheridan, under the direction of Judith E. Heumann, Kenneth Warlick, and Curtis Richards.
LD OnLine :: IEP: The Process This information does not belong in this section of the IEP and cannot be determined until the goals and objectives are developed. http://www.ldonline.org/article/6277
Extractions: Skip over navigation Get our FREE newsletter! The present level of educational performance is a written description of the student's strengths, weakness, and learning styles. Based upon information from a comprehensive evaluation, these descriptions are both concise and meaningful. Also, they identify a student's needs. Because the annual goals and short term instructional objectives are based on the information contained in the present level of educational performance, it is the foundation of the IEP. The following are key components of the present level of educational performance: The present level of educational performance statements should describe the student's strengths, especially in the deficit areas. By including a description of what the student can do, one will know where to begin writing the annual goals and short term instructional objectives and where to begin the instructional program. Descriptions should provide concise and meaningful information about the student and should be free of educational jargon. The present level of educational performance statements should describe specific weaknesses demonstrated by the student. The weaknesses should be stated in simple language that is free of educational jargon and which describes specific student behaviors.