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IEP-Developing High-Quality Individualized Education Plans (Essay Sample)


You will watch the module provided then complete the attached assessment questions. (Links to an external site.)
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IEPs: Developing High-Quality Individualized Education Programs -Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
What is an IEP? What purpose does it serve?
Explain the difference between procedural requirements and substantive requirements for developing IEPs. How did the Endrew case clarify the substantive standard for IEPs?
Bella is a 7th-grader with a learning disability. Her IEP includes the following PLAAFP statement for reading:
Bella reads at the 4th-grade level at approximately 100 wpm (orally). Her oral reading rate includes many incorrect words. When asked comprehension questions about fictional text, she is able to identify broad concepts such as main characters and events. However, she has difficulty identifying main ideas and supporting details in content area texts (e.g., science, social studies). She struggles with abstract concepts, inferences, deductions, and connecting what she has read to real-world examples.
This is not an example of a high-quality PLAAFP statement. Identify the elements that are missing or incomplete. For those that are incomplete, discuss information that should be included.
Based on the PLAAFP statement, Bella’s IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end of the school year.
Does this annual goal contain all of the required elements? If not, identify any missing element(s).
Does this annual goal meet the SMART criteria? Explain your answer.
Is this annual goal sufficient to meet all of Bella’s needs in reading? Justify your answer.
Bella’s IEP team is ready to develop the statement of the individualized services and supports for her IEP. List and briefly describe the six elements that should be included in this statement.
Explain the importance of monitoring a student’s progress toward meeting his or her IEP goals and reporting that progress to parents.


IEP-Developing High-Quality Individualized Education Plans
Student’s Name
Institutional Affiliation
Course Code and Name
Instructor’s Name
Due Date
IEP-Developing High-Quality Individualized Education Plans
An Individualized Education Program (IEP) is a crucial document that outlines a customized educational plan for a student with a disability. Its purpose is to provide specialized support and services to the student, aimed at meeting their unique learning needs and helping them reach their full potential.
The development of an IEP requires a clear understanding of both procedural and substantive requirements. Procedural requirements are legal mandates, regulations, and processes that must be followed throughout the development, implementation, and review of the IEP. On the other hand, substantive requirements pertain to the content of the IEP, such as the Present Levels of Academic Achievement and Functional Performance (PLAAFP), goals, and individualized services and supports. The Endrew case, which clarified the substantive standard for IEPs, ruled that IEPs must provide a "free appropriate public education" that is reasonably calculated to enable the student to make progress appropriate in light of their individual circumstances.
In the case of Bella, a 7th-grader with a learning disability, her PLAAFP statement lacks important information, such as her baseline reading performance levels and specific areas of difficulty, such as phonics or vocabulary. Additionally, the statement should highlight Bella's strengths in reading and the impact of her disability on her overall educational performance.
The annual goal developed by Bella's IEP team, which states that she will read a textbook passage at the 4.2 grade level aloud at a rate of 100 words per minute by the end of the school year, also lacks certain elements. The goal is specific, measurable (100wpm), achievable, realistic, and time-bound (end of the year), thus meeting the SMART criteria.
The annual goal, although a step in the right direction, is insufficient to meet all of Bella's needs in reading. It only addresses one aspect of her reading abili

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