IRIS | Page 3: Curriculum (2024)

FAQs

What are the most common mistakes that IEP teams make regarding transitions services? ›

The most common mistakes that IEP teams make regarding transition services are: Neglecting to include transition services in the IEPs of students who are 16 or older, failing to include the necessary transition personnel in the IEP meeting, and writing trivial or meaningless transition plans.

The statement that teachers or school districts can be sued if a student fails to meet the goals of an Individualized Education Program (IEP) is inaccurate.

Putting It All Together. The three parts of an IEP goal: current level of performance, specific and measurable goal, and service delivery all need to support each other.

Yes, your IEP can Have Academic and Non-Academic Goals. Today, I had heard this phrase three times before 6 am. Yes, really. See, every morning I get up and grab my coffee.

“I know your kid better than you do.”

It's our job to work with the parent to make the IEP the best it can be for each student, and saying something like this only creates a divide amongst the team.

The IEP Goals are copy/pasted.

This could mean that it was copied and pasted from another child's IEP and you see the wrong name, grade level, etc. or it could mean that the goal was verbatim copied and pasted from the child's previous IEP. Both are big no-no's!

A procedural error that may occur at any point during the IEP process is failure to involve parents. The Supreme Court's decisions in Hendrick Hudson Central School District Board of Education v. Rowley (1982) and Endrew F.

California law delegates to local school districts the direct responsibility for providing the services in students' IEPs and for ensuring that a continuum of program options exists to meet the needs of their students.

Your child's IEP will have annual goals. These will lay out what your child will be working toward over the school year. For kids to get the most out of an IEP, the goals shouldn't be vague or general. Instead, they should be SMART: Specific, Measurable, Attainable, Results-oriented, and Time-bound.

What is the most critical part of an IEP? ›

PLAAFP stands for Present Levels of Academic Achievement and Functional Performance. It is sometimes referred to as “Present Levels.” This may be the most important part of the IEP because it tells you how the school assesses your child's skills. The PLAAFP will focus on your child's needs to help direct his learning.

The IEP must also include a clear description of all services the student will receive, including the level and location at which instruction will be provided, and any additional services and modifications the student will receive to enable the student to progress academically.

It may mean re-writing IEP goals and adjusting expectations. Be sure to involve the parents in the entire process from your first concerns to re-writing goals. They will want and need to know how the expectations for their child's progress are changing and may want to discuss them further.

The Role of the Standards in an Individualized Education Program Team Meeting. Academic goals in an Individualized Education Program (IEP) must be aligned to grade-level standards. This ensures that students with disabilities receive grade-level curriculum and instruction.

students to high expectations, they are likely to meet them, low expectations become a detriment to the student. IEP goals must be aligned with grade-level academic content standards.

A procedural error that may occur at any point during the IEP process is failure to involve parents. The Supreme Court's decisions in Hendrick Hudson Central School District Board of Education v. Rowley (1982) and Endrew F. v.

What does trouble with transitions look like? Difficulty with transitions can manifest in a number of ways depending on the child and the setting. It can take the form of resistance, avoidance, distraction, negotiation or a full-blown meltdown.