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- Present level of functioning: Provides an overview of the student‘s current performance level, including information gathered from formal and informal testing procedures
- Long-term goals: Specific, realistic, measurable goals that meet the direct needs of the individual learner. Goals may include items related to learning in the curriculum, independence in the community, and career planning.
- Short-term goals: The specific steps and processes required to achieve long-term objectives. Short-term goals may be written only after long-term objectives are identified and tasks analyzed for prerequisite knowledge and skills.
- Instructional strategies, supports, and services: These outline any changes to the instructional format and modifications to the curriculum. May include the use of assistive or adaptive technologies and other equipment as required. May also outline professional support services including occupational therapy or speech and language remediation.
- Timelines: Ideally, the IEP is implemented immediately after it is written. A date for formal review is usually set for the end of the school year in which the IEP was established or reviewed. Parents and other member of the school team will be invited to attend the review session.
- Participants’ roles and responsibilities: Provides an overview of the roles and responsibilities of all individuals involved in the educational program including the classroom teacher, special- education teacher, parent, and student.
- Evaluation procedures: Outlines the assessment procedures that will be used to evaluate the effectiveness of the educational program. Assessment should be ongoing and occur in the learning environment.
francis1897 answered the question on March 13, 2023 at 06:29
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