October 21, 2009
Key Vocabulary in the IEP Process
Here are some key vocabulary be familiar with when working in the IEP process.
Present Levels of Performance – You need to understand the current level of functioning before you can establish future goals.
Annual Goals – what the IEP team believes is possible to achieve from the Present Level of Performance. Goals must be measurable under the federal requirements. Goals need to be written with the desired outcomes for each goal stated. Goals need to target the deficit area. Goals are supposed to guide students toward their grade-level standards. Goals are not one-size-fits-all. They are supposed to be individualized for each student and their unique and specific needs.
Measurable Goals – are clearly and succinctly written in objective, quantifiable terms. In order to be measurable it must deal in absolutes and the language must be clearly understood by anyone who might be reading it. The language of the goal should describe exactly the task the student is to accomplish. Avoid having goals with arbitrary numbers without fully explaining how and when the student is to achieve the stated percentages or scores. Measurable goals also need to include specific data collection to document the progress towards these goals. Data collection can include things such as check-off lists, tally sheets or standard data sheets. Supplementary documentation can be added in addition such as observations and comments but should not replace the required data collection to measure the progression toward the goals. Goals need to be meaning, relevant to the student’s ability level.
Goals & Assessments – Goals are done once a year but Assessments are only required once every three years.
IEP Goals – Services are directly tied to the IEP goals. Remember if there is no deficit, then there is no goal and no service within that domain. Think about the goals first and then the services needed to meet those goals second.
Advocate – An individual, group or organization who is dedicated to working for the benefit of a student with a disability and special education in activities such as politics, lobbying, committees, task forces, parenting, IEP meetings and other positive endeavors.
IEP – An Individualized Education Plan is tailored for each student’s unique disability related needs.
Community-Based Instruction – Instruction that takes place in a non-classroom environment in order to teach skills that the student may need in order to become more independent. It involves teaching students in specific settings which require they learn specialized skills.
FERPA – Family Education Rights and Privacy Act
Due Process – The law that provides protection for students with disabilities in receiving an appropriate education.
Functional Level – The academic level at which a student is performing independently.
IDEA – Individuals with Disabilities Educational Act (formerly PL 94-142)
Functional Skills – The skills that would need to be provided for the student if they are unable to perform the skills themselves. In addition, other criteria may be considered regarding the assessment of functional skills including the frequency that the skill is needed and the relevancy of the skill for the student currently or in the near future.
FAPE - Free Appropriate Public Education
Transition Services – A coordinated set of activities that are specifically designed for a student with a projected outcome-oriented process. It promotes the change for the student from school to post-school activities including college, vocational training, employment, adult education, adult services, independent living, etc. IEPs are required to include a statement of needed transition services for students beginning no later than age 16 and then each year thereafter. At times, when determined appropriate, transition planning may begin at age 14 or younger.
OSEP – Office of Special Education Programs
Inclusion – Appropriate educational services to all students in regular education classes attended by nondisabled students of the same chronological age in the appropriate school setting.
LRE - Least Restrictive Environment is an important concept within IDEA. LRE mandates that students with disabilities not be seperated from their peers unnecessarily. Accommodations must be made to include students with disabilities with their peers and to seperate them only when they are being provided special accommoations or services.
Mandate – Required by law and not optional for school districts or administration to adhere to. Federal and state mandates are not always the same. A mandate is also known as a legal requirement.
OCR – Office of Civil Rights
