IEP Cheat Sheet

Contents of the IEP

PLAAFPWhat is the student doing now

strengths,
weaknesses, & needs related to
the general curriculum &
programs.
Present level of performance
(PLOP)
What is the child currently
doing?
1. How does the childs
achievement vary from typical
peers?
2. Data on student
3. interventions
4. Adaptive instruction
Measurable goals/ objectivesWhat should the student be
doing
1. Are
goals related to PLAAFP?
2. Clearly Defined
3. Performance
Supplementary services

Must be at the IEP

The parent/guardian/adult
studentProvide information
regarding strengths,
interests and share
concerns.
Regular Ed. TeacherKnow the general
curriculum and the aids,
services, or changes to the
general education program
that would help the child
learn and achieve.
Special Ed. TeacherImplements the IEP,
modifies the curriculum to
help the child learn.

aids, services, and other supports that

are provided in regular education
classes, other education-related
settings, and in extracurricular and
nonacademic settings, to enable
children with disabilities to be
educated with nondisabled children
Services
Audiology
Counseling
Medical
Occupational therapy
mobility services
Parent counseling and training
Speech-language pathology
Transportation

District reprehensive
Transition specialist-If
needed
Students-Should ALWAYS
have a say and know what
is going on

Accommodations
LRE- Where will the student
receive services?

Short Term
objectivesSMART:
Specific
Measurable
Attainable
Realistic
Timely

Supplementary Aid

Goal
Component
s
Behavior
Quality
Criterion
Setting

EXAMPLE GOAL: BY (DATE), WHEN GIVEN (CONDITION

+ ACCOMMODATION), (STUDENTS NAME) WILL
(EXPECTED CRITERIA/TASK/BEHAVIOR) WITH
(PERFORMANCE CRITERIA).

ACCEPTABLE CRITERIONThe student will read 50 words

with 90% accuracy 5 times in a
row by December 20, 2013

All goals
must be
measurable

Parent
documentation
s:
Give parents 3
notices- phone,
email, snail mail, or
send a letter home.

COPY

Accommodatio
ns:
Provide access to
the course content
but does not alter
the amount or
complexity of the
information taught
to the child.
Example-

Changes made in
the way materials
are presented

Changes in the
way children
demonstrate
learning

Changes in
setting

Allowing more
time

MTSS
Continuous
monitoring of student
performance
Multiple levels or tiers
of instruction that are
progressively more
intense and based on
the students
response to
instruction
1. What's the
problem
2. Why is it
happening
3. What are we going
to do
4. Is it working

Assessments:

Observations, state
test, school work, peer
and self evaluation.

IEP Process

Gather information:
Review records
Talk with parents, previous
teachers, student and
support staf
Make observations
Review school work
Preform/look at
assessments

Set direction:
Establish classroom rules
set roles and
responsibilities
collaborate

Develop IEP
students strengths and
weaknesses
goals and expectations
strategies
monitoring

Implement it
IEP meeting
Provide a copy to
parents/student
Put IEP into practice
Evaluate and adjust as
needed

Review and update

Keep update (annual IEP
meeting)

(n.d.). Retrieved from http://www.ksde.org

Resources

Bateman, B. D. & Herr, C. M. (2006). Writing

Measureable IEP Goals and Objectives.
Verona,
WI: An Attainment Company, Inc.
Diaz . M. L. (2010). Developing and Managing IEPS.
One Day Publishing
Kansas department of education (2013). Retrieved
from http://www.ksde.org