Intervention ServicesAn explanation of the specific early intervention services that will be provided. A stipulation of length, duration, frequency and intensity, and method of delivering the early intervention services is included.
Natural EnvironmentThe development of the IFSP should be driven by the recognition that not only is the family the child’s greatest resource, but the child’s individual needs are also very closely connected to the needs of his or her family. Consequently, federal guidelines stipulate that early intervention services be delivered in the most natural environment as is appropriate. If not in the child’s natural environment, a statement justifying the action must be included. The appropriate placement is determined by the IFSP Team.
Educational ComponentA statement of the educational component that promotes school readiness for children who are at least 3 years of age
Payment ArrangementsIdentification of payment arrangements and potential funding sources
Service CoordinatorThe name of the service coordinator responsible for the implementation of the IFSP
Transition Out of Early Intervention ServicesA statement indicating the steps to be taken to transition the child out of the early intervention program into another program
The Individualized Education Plan and Its Components
Part B of the Individuals with Disabilities Education Act (IDEA) stipulates requirements for states and local education agencies in the provision of special education and related services for children with disabilities. Additionally, the law is very clear in its emphasis on the importance of including parents in the decision-making process of preparing an appropriate Individualized Education Plan (IEP). Consequently, it is imperative that parents and school personnel work together to develop the IEP, which will set forth the special education and related services that the child will receive in an effort to meet his or her specific, individual academic and/or behavioral needs.
Federal legislation stipulates the specific information that must be included in the IEP. It does not, however, set forth a uniform document that every state and local education agency must complete. As a result, the actual IEP form may differ from one state to another or even from one district to another. (To determine what your state uses as its IEP format, refer to Appendix B. There you will find a listing of state departments of education websites for each of the 50 states.) Regardless of the IEP form’s appearance, every IEP must include the following components:
Present Levels of Academic Achievement and Functional Performance (PLAAFPs)The first written statement in the IEP which indicates the child’s current performance. The information for this statement generally comes from teacher observations of the student during class and evaluation results of the student’s classroom performance, which likely includes assessments, assignments, and classwork.The statement not only stipulates the student’s current level of performance, but it also includes how the student’s disability impacts his or her involvement and progress in the general curriculum.
Annual GoalsThese are statements that indicate what the student can reasonably accomplish in a year.Goals may be academic, may address social or behavioral needs, or may relate to the physical needs of the individual.All goals should be measurable.
Stipulation of Special Education and Related ServicesThe IEP must stipulate the special education and related services that will be provided. This includes supplementary aids and services the child needs as well as modifications to the program or supports for school personnel that will be provided to assist the student.
Stipulation of the Least Restrictive Environment (LRE)The IEP must explain the extent to which the student will not participate with his or her nondisabled peers in the general education environment and in other activities.
Stipulation of Participation in State and Districtwide AssessmentsThe IEP must stipulate what modifications will be made in the administration of the assessments.If the child will not participate in the state and districtwide assessments, the IEP must include an explanation for the nonparticipation.
Initiation, Frequency, Location, and Duration of ServicesThe IEP must include a start date for services, a stipulation of how often the services will be provided, where the services will take place, and how long the services will be provided.
Transition Planning (Individualized Transition Plan—ITP)Beginning when the student is 16, the IEP must stipulate what transition services are required to help the student prepare for postsecondary life. The ITP is not a separate document and must be included in the student’s IEP.
Age of MajorityBeginning at least 1 year before the student reaches the age of majority, the IEP must include a statement that the student has been informed of the rights that will be transferred to him or her at the age of majority.
Measurement of ProgressThe IEP must stipulate how a student’s progress will be measured and monitored.The IEP will stipulate how the parents will be informed of the student’s progress toward achieving his or her IEP goals.
The Individualized Transition Plan and Its Components
IDEA 2004 stipulates that transition planning must be a part of every IEP. The transition plan is not a separate document but is a mandatory part of every IEP document. The intent of the Individualized Transition Plan (ITP as it is often called) is to assist the student in his or her transition from high school to postsecondary activities including postsecondary education, vocational education, and employment, for example. As mandated by IDEA 2004, transition planning must begin with the first IEP in effect when the student turns 16 years of age. It may begin earlier if the IEP Team agrees it is appropriate to do so. Once the planning begins, however, it is to be updated annually until the student exits the public school system. It should be noted that the student should have a significant role in the development of his or her transition planning. In fact, legislation requires that the local education agency (LEA) invite the student if a purpose of the meeting is to consider postsecondary goals.
At a minimum, the ITP must include the following components:
Appropriate, measurable postsecondary goals related to independent living skills
Appropriate, measurable postsecondary goals based on age-appropriate transition assessment related to training, education, and employment
Transition services (including courses of study) needed to assist the student in reaching postsecondary goals identified on the IEP
Summary of Performance
Finally, prior to the student’s graduation from high school, or before he or she ages out at 22, a Summary of Performance (SOP) must be completed by the school. The SOP documents a “child’s academic achievement and functional performance,” including “recommendations on how to assist the child in meeting the child’s postsecondary goals.” It is provided to a child whose eligibility for special education services has terminated “due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for a free appropriate public education under State law” (Individuals with Disabilities Education Act of 2004 [IDEA], §614(c)(5)(B)).
Understanding the component parts of these documents is essential to preparing effective individualized plans. Additionally, more specific information for several of the components
