Embedded Files
IEP Overview
IEP Overview
This module, developed by the IRIS Center at Vanderbilt University, provides a thorough overview of the purpose and components of a high-quality IEP.
Standards-Based Individualized Education Program (IEP): A Guide for School Divisions
Created by the Virginia Department of Education, this page provides guidance documents, trainings for IEP teams, standards skills sheets, and modules to assist in the facilitation and integration of the content standards into the IEP development process.
The Short-and-Sweet IEP Overview
An overview created by the Center for Parent Information & Resources.
Present Level of Academic Achievement
Present Level of Academic Achievement
and Functional Performance
and Functional Performance
This tip sheet, created by the Progress Center, introduces the present levels of academic achievement and functional performance statement, or PLAAFP. It also includes a brief summary of federal regulations and tips for implementation.
VDOE Module: Developing the PLAAFPs
The VDOE has developed training modules that focus on the different components of a standards-based IEP. This video covers the PLAAFP.
Models for Developing High Quality PLAAFPs
Models for developing high quality present level of academic achievement and functional performance descriptions and goals in a standards-based Individualized Education Program.
IRIS Center - High Quality PLAAFP Statements
The IRIS Center shares information and resources for building a strong PLAAFP.
Questions to Consider When Developing the Present Level
The VDOE has developed a bookmark with seven questions to guide teachers in developing the PLAAFP.
Measurable Annual Goals
Measurable Annual Goals
IEP Tip Sheet: Measurable Annual Goals
This tip sheet from the Progress Center provides information about developing measurable annual goals. It includes a brief summary of federal regulations and tips for implementation.
VDOE Module: Developing Standards-Based Measurable Annual Goals
The VDOE has developed training modules that focus on the different components of a standards-based IEP. This video covers annual goals. A bookmark for teachers to use as a quick guide to the five components of a measurable annual goal has also been created.
IRIS Center - Challenging, Ambitious, Measurable Annual Goals
The IRIS Center provides information and resources for creating annual goals.
Guide: Strategies for Setting High-Quality Academic Individualized Education Program Goals
Guide: Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals
The National Center on Intensive Intervention has created guidance documents to explain how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances as well as the components of quality behavioral IEP goals, how to know which behavior(s) should be addressed through an IEP goal and how to set goals and progress monitor.
Services and Supports
Services and Supports
IEP Tip Sheet: Dates, Frequency, Location and Duration of Services
This tip sheet provides information about dates, frequency, location, and duration of services. It includes a brief summary of federal regulations and tips for implementation.
This tip sheet by the Progress Center briefly defines educational settings that promote access to and progress in general education programming and provides tips for implementation.
VDOE Module: Identifying Special Education and Related Services
The VDOE has developed training modules that focus on the different components of a standards-based IEP. This video covers related services.
Iris Center - Individualized Services and Support
The IRIS Center provides information and resources for individualized services and supports for students.
Teacher Perceptions and Perspectives on the Selection and Implementation of Accommodations
The National Center for Educational Outcomes (NCEO) provides this resource to support teachers as they select and implement accommodations.
Assessing and Monitoring Student Progress
Assessing and Monitoring Student Progress
IEP Tip Sheet: Participation in Assessment
This tip sheet provides information about participating in assessment and accommodations for assessments. It includes a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.
IEP Tip Sheet: Measuring Progress Towards Annual Goals
This tip sheet discusses measuring progress toward annual goals. It provides a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.
VDOE Module 4: Assessing and Monitoring Progress
The VDOE has developed training modules that focus on the different components of a standards-based IEP. This video covers annual goals.
Monitoring & Reporting Student Progress
The IRIS center provides information on and guides you through how to document a student's progress and when reports should be provided to parents.
Transition Planning
Transition Planning
VDOE: Transition Services for Students with Disabilities
VDOE's Transition Services website provides support, information and resources designed to improve the outcomes of students with disabilities in transition from middle / secondary education to postsecondary education and employment.
The Progress Center developed an accessible Tip Sheet to answer all your transition questions.
The Center on Transition Innovations
The Center on Transition Innovations (CTI) at Virginia Commonwealth University serves as a statewide portal for information, resources, demonstration, and research for educators and other stakeholders in the transition of youth with disabilities.
National Technical Assistance Center on Transition
NTACT provides information, tools, and supports to assist multiple stakeholders in delivering effective services and instruction for secondary students and out of school youth with disabilities.
Virtual Job Shadow empowers individuals to discover, plan and pursue their dreams with a unique video-based career planning platform. This interactive tool helps students and job seekers develop career paths based on choice, not chance. The Virginia Department of Education has purchased subscriptions. If your school division is not already using Virtual Job Shadow, contact Marianne Moore (marianne.moore@doe.virginia.gov) to obtain a subscription.
Based on the work of the CEEDAR Center and Council for Exceptional Children, the GMU TTAC Team has created High Leverage Practice Crosswalks in the areas of Math, Literacy and Transition to support stakeholders in developing personalized professional learning and targeted support, with the goal of bridging research into “practical” classroom practice to improve performance outcomes. The HLP Crosswalks are dynamic documents that will be periodically updated with the most current research and practical resources.
This tip sheet by the Progress Center briefly defines age of majority.
Involving Students in the IEP Process
Involving Students in the IEP Process
At the I'm Determined website you will find a series of documents (assessments and checklists) to assist educators in making decisions regarding self-determination practices in the classroom or school.
According to the Individuals with Disabilities Education Act 2004, the IEP must focus on the student’s preferences, interests, needs, and strengths. All students, regardless of age or disability, can be involved in the development of their own IEP. These modules will support you and your students to get started.
This module, developed by the IRIS Center, will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings.
Pursuing Their Dreams: Student Outcomes as a Result of the Student-Directed IEP Process
In this podcast, Carol Watros, a Transition Specialist at Syracuse University, shares how students being involved in their IEP process have impacted them. Carol describes students who have gained self-determination skills and how that has allowed them to find success in their future goals.
Suggestions for Involving Students in Selecting and Implementing Accommodations
This article, by the National Center on Educational Outcomes (NCEO), suggests ways for teachers to involve students in the selection of and implementation of their own accommodations.
The “I” in IEP: A Teacher’s Perspective on the Student-Directed IEP Process
Peggy Bennet, a Special Education Teacher in New York, shares in this brief audio clip, an example of a student who directed his IEP meeting and the results that followed.
The Department of Education provides information from the Individuals with Disabilities Education Act (IDEA), addressing who should be present at individualized education program team meetings.
Prior Written Notice
Prior Written Notice
The Virginia Department of Education has created a module on prior written notice. You can receive a certificate for completion of this module.
The Virginia Department of Education has created a module on prior written notice. You can receive a certificate for completion of this module.
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