Individualized

Educational Plan
(Term- Components- Strategies- Making)
 Individual Educational Plan
Definition and purpose

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Definition of IEP
• An Individualized Education Program (IEP) is a
customized plan designed for students with
special educational needs (SEN) to ensure they
receive appropriate support and
accommodations for their unique learning
requirements.
• It is a legally binding document in many
countries, created collaboratively by educators,
parents, specialists, and sometimes the student.

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 What is an IEP ?
• A record of action to be taken for a child with SEN to
make progress.
• A tool for planning – teaching - reviewing
• An integral part of monitoring the school’s overall
curriculum plan and target setting processes.
• Concerned with strategies that are different to normal
• Differentiation (accommodations) used in a class

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Purpose of an IEP
1. Customized Learning Goals
– Tailor educational goals to the student’s specific
strengths, needs, and abilities.
– Example: For a child with dyslexia, a goal might be "to
improve reading fluency by 10% within six months
through phonics-based instruction.“
2. Provision of Support Services
– Outline specialized services such as speech therapy,
occupational therapy, or one-on-one teaching.
– Example: A student with speech delays might receive 30
minutes of speech therapy twice a week.

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Purpose of an IEP…
3. Accommodations and Modifications
– Specify strategies to ensure the student can access the
curriculum effectively.
– Example: A child with ADHD might be allowed extra
time to complete exams or seated away from
distractions.
4. Facilitate Collaboration
– Enable all stakeholders, including teachers, parents, and
therapists, to work together toward common goals.
– Example: Parents might receive regular updates about
their child’s progress through bi-monthly meetings.

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Purpose of an IEP…
5. Track Progress
– Serve as a framework for assessing the student’s
growth and revising goals as needed.
– Example: If a child with autism achieves a goal of
initiating peer interactions, the next IEP may
include maintaining conversations.
6. Support Inclusion
– Promote the child’s participation in mainstream
or inclusive classrooms where possible.
– Example: A student with physical disabilities might
receive a scribe or assistive technology to
participate in class.

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Why have one?
• Focus teachers’ attention on achievable identified
targets- specific tasks, skills and knowledge to be
learnt.

• Ensure progress is made by the student.

• Encourage teachers
– to invest in developing their skills in planning lessons,
– differentiating work,
– using a variety of teaching methods.

• Must be accessible and understandable to all

concerned.

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 Individual Educational Plan
Main Components
& Strategies

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Main components of an IEP
1. Present Levels of Academic Achievement and
Functional Performance (PLAAFP)
– This section describes the student’s current abilities,
skills, and challenges in academics, behavior, social
skills, and daily functioning.
Example:
• Academic: “Rahul reads at a second-grade level and
struggles with decoding multi-syllabic words.”
• Behavioral: "He requires reminders to stay on task during
class activities.“
• Social: "He initiates interactions with peers but struggles
to maintain conversations."

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Main components of an IEP
2. Annual Goals
• Specific, measurable, achievable, relevant, and time-
bound (SMART) goals to address the student's needs
and help them progress.
Example:
• Academic Goal: "By the end of the school year, Rahul
will improve his reading comprehension to the fourth-
grade level, as measured by standardized tests.“
• Behavioral Goal: “Rahul will independently use self-
regulation strategies in 80% of observed instances
during class."

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Main components of an IEP
3. Special Education Services and Related
Services
• Details of support provided, including frequency,
duration, and setting (e.g., in-class, pull-out).
Example:
• Special Education Services: “Rahul will receive 5 hours
of specialized reading instruction per week in a small-
group setting.”
• Related Services: "He will receive 30 minutes of
speech therapy twice a week to address language
deficits."

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Main components of an IEP
4. Evaluation and Progress Monitoring
Defines how and when progress toward goals
will be measured and reported.
Example:
• “ Progress will be monitored through monthly
assessments and quarterly reports shared with
parents.“
• “Rahul’s reading progress will be evaluated
using curriculum-based measures every two
weeks."

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Thus, the components of an IEP…
1. Present Levels of Academic Achievement and
Functional Performance (PLAAFP)
2. Annual Goals
3. Special Education Services and Related Services
4. Evaluation and Progress Monitoring

…ensure that the IEP is individualized and

focused on enabling the student to access
the curriculum while addressing specific
challenges.
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Steps & Strategies
for using the components

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For planning the IEP, these components can
be applied in the following steps-
1. Targets
2. Strategies to be used
3. Names of people involved
4. Review date- evaluation
5. Success criteria
6. Outcomes

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 Step 1- to plan Targets/ Goals-
Strategy used – S.M.A.R.T
• Specific
• Measurable
• Achievable – in small steps
• Relevant / Realistic
• Time bound ex- by the end of term; X
will be able to”

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Creating goals/ targets the ‘SMART’ way
• (Specific, Measurable, Achievable, Relevant, Time-
bound) for a student with a Specific Learning
Disability (SLD) involves addressing their individual
needs while focusing on achievable progress.
• Example of a SMART Goal - Skill Area: Reading
Comprehension
• Goal: By the end of the next 10 weeks, the student
will improve their ability to identify the main idea in
a grade-level passage by scoring at least 80% on
comprehension worksheets in 4 out of 5 trials.

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 Why is this strategy “SMART”?
• Specific: The goal focuses on improving the student's ability to identify the main
idea in passages.
• Measurable: Success is quantified with an 80% accuracy on worksheets across 4
out of 5 trials.
• Achievable: The goal is realistic given the student’s current baseline performance
and the support provided.
• Relevant: Reading comprehension is essential for academic success and aligns
with their Individualized Education Plan (IEP).
• Time-bound: The goal is set to be achieved within a 10-week period.

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Ex- SMART target for a child with Dyscalculia
• Goal: The student will improve their ability to solve simple addition problems
within 10 using manipulatives or visual aids with 80% accuracy over 4 weeks.
• Specific: Focuses on solving simple addition problems within 10 using tools like
manipulatives or visual aids.
• Measurable: Success is defined as achieving 80% accuracy.
• Achievable: The goal is realistic based on the child's current abilities and the
support provided.
• Relevant: Targets a foundational math skill that will help with future learning.
• Time-bound: A timeline of 4 weeks is set to achieve the goal.

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 Let’s review SMART Goals…
SMART Strategy Choose the goal
• Raj will be a better reader.
Specific
The goal is specific in naming the • Raj will be able to read a
skill or subject area and the passage orally in a grade-
targeted result. Details matter!
level book at 110–130
words per minute with
random errors.
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 Let’s review SMART Goals…
SMART Strategy Choose the goal
•Raj With the aid of a calculator
Measurable will be able to solve math
problems.
The goal is stated in a way that
your child’s progress can be •With the aid of a calculator, Ali
measured. That can be done using will be able to solve math
standardized tests, curriculum- problems that involve the
based measurements, or computation of fractions and
screening.
decimals, with 75% accuracy.

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 Let’s review SMART Goals…
SMART Strategy Choose the goal
• Raj will write at grade level, with no
errors in spelling or punctuation.
Achievable • Raj will write a paragraph with at least
5 sentences each greater than 8 words,
The goal represents progress with no more than 2 errors in spelling and
punctuation.
that is realistic for your child.

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 Let’s review SMART Goals…
SMART Strategy Choose the goal
• During small group activities, Raj will
Relevant be attentive to others.
• During small group activities, Raj will
The goal clearly lays out what your child look attentively at the speaker of the
will do to accomplish it. group for 90% of the time, in 4 out of 5
opportunities.

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 Let’s review SMART Goals…
SMART Strategy Choose the goal
• Raj will be able to orally explain class
Time Bound vocabulary words, with 90 percent accuracy,
on 8 out of 10 tries. His progress will be
The goal includes a time frame in
measured through a language assessment.
which your child will achieve it,
with the right supports and • By May 15, Raj will be able to orally
services. It also states when and explain the class vocabulary words, with 90%
how often progress will be accuracy, on 8 out of 10 tries. His progress
will be measured through a monthly language
measured. assessment.

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Step 1- to plan Targets/ Goals-
Strategy used – A.B.C.D
A B C D
Audience Behavior Condition Degree
| | | |
By the end of match independently 6 out of 10
term x will be identify with prompts 70%
Able to …read sort with assistance 3 out of 5
etc with pictures trials
on a video
live sheet
in pair

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Activity time…

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 Activity
Develop a SMART goal to address (in pairs)
1. A student in Grade 4 struggles to complete copying homework from the
blackboard consistently.
2. Grade 3 student with ADHD often disrupts the class during independent
working.
3. Grade 2 student struggling to blend sounds in a word and read fluently.
4. A kindergarten student has difficulty in letter formation.
5. A Grade 2 student struggles to identify the place value of 3-digit numbers.
6. Grade 5 student is unable to organize and write his thoughts for a short
paragraph.
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For planning the IEP, these components can
be applied in the following steps-
1. Targets (goal setting with SMART/ ABCD
strategy)
2. Strategies to be used
3. Names of people involved
4. Review date- evaluation
5. Success criteria
6. Outcomes

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Step 2- Identifying the Strategies to be used!
• They are not just intervention and extra staff.
• Can be further-
– differentiated work,
– additional learning materials
– special equipment
– group, individual or peer support
• Must be realistic and integral part of curriculum
planning
• Should be implemented in parts within a normal
classroom setting .

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Step 3- involving the People
Creating an IEP for a CWSN is a collaborative process that
involves the input and expertise of various stakeholders,
including parents, teachers, and therapists.
Role of Parents
• Advocates for the Child: Parents provide valuable insights into their child's strengths,
challenges, and interests, ensuring that the IEP reflects their child's unique needs.
• Active Participants: Parents attend IEP meetings, share their observations, and
collaborate with the education team to set realistic and meaningful goals for their
child.
• Support System: They reinforce the goals and strategies outlined in the IEP at home,
ensuring consistency and continuity in the child's learning and development.

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 Step 3- involving the People
Role of Teachers
• Instructional Experts: They help design appropriate instructional strategies
and accommodations to support the student's learning with their insight of
curriculum.
• Progress Monitors: They assess the student's progress toward IEP goals
and adjust instruction as needed. They also communicate with parents and
other team members to share updates and discuss any concerns.
• Implementers of the IEP: Teachers are responsible for putting the IEP into
action in the classroom, ensuring that the student receives the necessary
support and accommodations.

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 Step 3- involving the People
Role of Therapists-
Speech-Language Therapists, Occupational Therapists, Physiotherapists
• Specialized Assessors: Therapists conduct evaluations to identify the student's specific
needs in areas such as speech and language, fine motor skills, or physical development.
• Intervention Designers: They design and recommend targeted interventions and
therapies that address the student's unique needs and contribute to their overall
development.
• Collaborative Partners: Therapists work closely with teachers and parents to integrate
therapeutic strategies into the student's daily routine, both at school and at home.
They also provide training and support to school staff to ensure effective
implementation.

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Step 3- involving the People
All relevant staff who meet the child should be aware
of the IEP and they need to-
– to provide feedback to Special educators/ subject/ class
teacher to oversee the process
– provide advice and support to colleagues
– ensure continuity as students move classes
– provide in service training
– help devise and deliver IEP’s
– get management to endorse use of IEP’s
Other professionals may:
– act in advisory capacity
– provide additional specialist assessment
– be involved in teaching the student
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Summarizing the Role of People
involved in IEP creation
• The collaboration of parents, teachers, and
therapists in the IEP creation process ensures
that the plan is holistic, realistic, and tailored to
the student's individual needs.
• Each stakeholder brings a unique perspective
and expertise, contributing to a comprehensive
support system that promotes the student's
academic and personal growth.

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For planning the IEP, these components can
be applied in the following steps-
1. Targets (goal setting with SMART/
ABCD strategy)
2. Strategies (what and how)
3. Names of people involved (roles and
responsibilities)
4. Review date- evaluation
5. Success criteria
6. Outcomes

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Step 4- The Review/Evaluation-
Dos & Don’ts…
Must be:
– Manageable
– considered within the context of the overall class
management
– given a fixed slot in calendar - at least twice a year
Must not:
– take the place of ongoing monitoring of a student’s
progress
– allow continuation of inappropriate or unsuccessful
objectives
– take the place of an annual review

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 Step 5- Weighing the Success Criteria of
achieving the goals
Judge in context of
– nature of strategies used
– frequency of delivery
If targets not achieved, then consider
– appropriate target?
– teaching strategy?
– resources?
– Need smaller steps?
– Need to choose alternative target
in same area of need?

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 Step 6- Outcomes of the plan
In reviewing IEPs teachers should
consider:
• The progress made by the student
• The parents’ views
• The student’s views
• The effectiveness of the IEP
• Any specific access issues that impact a
child’s progress
• Any updated information and advice

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Thus, for planning the IEP, these components
can be applied with the following steps-
1. Targets ( goal setting with SMART/ ABCD
strategy)
2. Strategies ( what and how)
3. Names of people involved (roles and
responsibilities)
4. Review date- evaluation (dos and don’t’s)
5. Success criteria ( goals achieved or not?)
6. Outcomes ( review- meetings)

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Individual Educational Plan
The Goals

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 Steps to Achieve the Goal
1. Baseline Assessment: Evaluate current performance to set
realistic expectations.
2. Interventions/Strategies :Use graphic organizers to help
the student structure ideas. Provide guided practice with
feedback during sessions.
3. Progress Monitoring: Weekly comprehension checks to
track improvement.
4. Adjustments: Modify strategies if consistent progress is
not observed.
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 Annual goals vs Short term goals
The primary difference between short-term goals and annual goals in an Individualized Education
Program (IEP) lies in their scope, timeframe, and purpose
1. Annual Goals
• Definition: Broad, long-term objectives that the child is
expected to achieve within one academic year.
• Purpose: Focus on overarching skills or outcomes that align
with the child’s academic, social, or behavioral needs.
• Scope: Address general progress in key areas (e.g., reading,
writing, math, behavior).
• Timeframe: Evaluated over the course of a year, with
progress monitored periodically.
• Example: By the end of the academic year, the student will
improve reading fluency to 80 words per minute with 90%
accuracy in 4 out of 5 trials.

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Annual goal vs Short term goal
2. Short-Term Goals
Definition: Specific, incremental steps designed to help the child progress
toward the annual goal.
Purpose: Break down the annual goal into smaller, measurable
achievements for continuous progress monitoring.
Scope: Narrowly focused on immediate, achievable tasks or milestones.
Timeframe: Typically evaluated quarterly or more frequently (e.g.,
monthly).
Example (aligned with the annual goal above): By the end of Quarter 1, the
student will decode two-syllable words with 90% accuracy in 3 out of 5
trials.
By the end of Quarter 2, the student will read grade-level text fluently at 50
words per minute with fewer than 3 errors per passage.

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 Annual goal vs Short term goal- Example
Annual Goals Short-Term Goals
Annual goals should address key areas Short-term goals break the annual goal into smaller, incremental
of need, be broad but measurable, steps to measure progress regularly- every quarter or semester
and focus on long-term improvement Few Examples-
over the year.
Few Examples- Reading (Decoding and Comprehension)
• The student will decode words with short vowels and
Reading (Decoding and consonant blends with 90% accuracy in isolation.
Comprehension)
• Goal: By the end of the • The student will read grade-level texts fluently at 50 words
academic year, the student will per minute with fewer than 3 errors per passage.
improve reading fluency and • The student will answer literal comprehension questions
comprehension, moving from from a grade-level text with 70% accuracy.
decoding simple sentences to • The student will answer inferential questions from grade-
reading grade-level texts with level texts with 60% accuracy.
80% accuracy in three out of
four trials.

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Annual goal vs Short term goal- Example
Writing (Spelling and Writing (Spelling and Composition)
Composition) • The student will spell words with common
Annual Goal: By the end of the vowel patterns (e.g., CVCe, CVVC) with 80%
academic year, the student will accuracy in weekly spelling tests.
use grade-level spelling patterns • The student will write simple paragraphs using
complete sentences and correct punctuation in
and write coherent three- 3/5 attempts.
paragraph essays, demonstrating • The student will write a draft of a multi-
proper structure (introduction, paragraph essay with appropriate transitions,
body, conclusion) with minimal requiring only 2 teacher corrections per draft.
teacher assistance in 4/5 tasks. • The student will self-edit a written piece for
grammar and spelling errors, achieving 85%
accuracy in revisions.

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Annual goal vs Short term goal- Example
Math (Calculation and Problem Math (Calculation and Problem Solving)
Solving) • The student will solve single-digit addition
Annual Goal: By the end of the and subtraction problems with 90%
academic year, the student will solve accuracy in 3/5 activities.
two-step word problems using • The student will complete double-digit
multiplication problems with regrouping in
addition, subtraction, and 4/5 attempts.
multiplication with 75% accuracy in • The student will solve one-step word
classroom activities and assessments. problems with 75% accuracy in
assessments.
• The student will solve two-step word
problems with 65% accuracy, using a
problem-solving checklist for support.

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Activity time…

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 Activity : IEP Making
Plan an IEP based on the target area identified
while using the first screen app
Few pointers to keep in mind while making the IEP

• focus the teachers’ attention on achievable targets

• ensure progress is made
• provide strategies and staff
• further differentiated work
• SMART targets
• success criteria
• review date
• outcomes

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 Thank
You!

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