The Oklahoma Individualized Education Program (IEP) form is a critical document designed to outline a custom educational plan for students with disabilities. It covers various aspects like the student's current academic and functional performance, identifiable annual goals, special education needs, transition services plans, and how these elements will be measured and communicated to parents. This comprehensive approach ensures a tailored educational pathway that addresses both the immediate and long-term needs of the student. For those preparing to embark on this necessary step in educational planning, ensure you have all the insights needed by clicking the button below.
Navigating the educational landscape for a child with special needs in Oklahoma is made clearer with the help of an Individualized Education Program (IEP) form, a comprehensive document that ensures each child's unique needs are met within the educational system. This form serves as a bridge between the child's current capabilities and the educational goals set for them, detailing everything from basic information such as the child's name, birthdate, and grade, to more in-depth aspects including their academic achievements, functional performance, and the special factors that influence their learning experience. Crucially, it not only lists the student’s strengths and anticipated needs but also lays out measurable annual goals alongside the necessary special education services, supplementary aids, or modifications needed. For older students, it includes a transition plan that prepares them for post-secondary life, addressing education, training, employment, and, where appropriate, independent living skills. What stands out in this form is the emphasis on parental involvement, with details on how and when parents are informed of their child’s progress toward the annual goals. Through such detailed planning and regular updates, the Oklahoma IEP form is designed to adapt to the evolving needs of the child, ensuring they receive a tailored and inclusive educational experience.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
NAME OF CHILD: ____________________________________________________STUDENT ID: ____________________________
FIRST MIDDLELAST
BIRTHDATE: ___________________________
GRADE: ____________________
AGE: ___________________________
MONTH/DAY/YEAR
PARENT(S):_______________________________________________________________________________________________
PHONE: (WORK) _______________________ (HOME) ________________________
(OTHER) __________________________
HOME ADDRESS: _______________________________________________________ DISTRICT/AGENCY: ________________
STREET ADDRESS/P.O. BOX
CITY
STATE
ZIP
BUILDING:________________
SITE CODE: __________
IEP TEACHER OF RECORD:______________________________
INITIAL IEP:___________
INTERIM IEP:__________
SUBSEQUENT IEP:__________
DATE
AMENDED or MODIFIED:__________
Present Levels of Academic Achievement and Functional Performance: Document current evaluation data and write objective statements, (may include most recent statewide and districtwide assessments) to demonstrate how the child’s disability affects the child’s involvement, functional performance, and progress in the general education curriculum and postsecondary transition, as appropriate. For students of transition age, document transition assessment results as they relate to the postsecondary goal(s). For preschool children, describe how the disability affects the child’s participation in age appropriate activities.
Current Assessment Data
Objective Statements
OSDE Form 7
Page __ of __
Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________
IEP – Strengths/Needs, Special Factors, and Parent Concerns Page
List strengths of the child and a statement of the anticipated
List the educational needs resulting from the child’s disability,
effects on the child’s participation in the general education
which may require special education, related services,
curriculum or appropriate activities.
supplementary aids, supports for personnel, or modifications.
Strengths:
Anticipated Effects:
Consideration of special factors: Check yes or no whether the IEP team considers each special factor to be relevant to this child. Yes No
Strategies, positive behavior interventions and supports, as appropriate, if behavior impedes learning of self or others
Language needs as related to the IEP for a child with limited English proficiency (LEP)
Instruction and use of Braille if child is blind or visually impaired, unless determined inappropriate based on evaluation.
Communication needs, and for child who is deaf or hard of hearing, the language and communication needs and opportunities for communication and instruction in the child’s native language and communication mode
Whether this child requires assistive technology devices and service
For special factors checked yes, explain determinations of the team as to whether services are required in the IEP.
Parent Concerns for Enhancing the Child’s Education:
IEP – Goals Page
NAME OF CHILD:
STUDENT ID:_________________________
FIRST
MIDDLE
LAST
Annual Goals:
Provide measurable annual goals, including academic and functional goals to enable the child to be involved in and make progress in the general education curriculum (for a preschool child in the appropriate activities), and to meet other educational needs that result from the disability.
GOAL # _______
Parents are to be informed of progress in annual goals, in addition to general education academic performance reports. Describe how often this will occur and what methods will be utilized.
Record the extent of progress toward achieving the annual goals by the end of the year (i.e., one-half, two-thirds, fifty percent, passing grades in general curriculum).
DATE (ESY)
How will the extent of progress toward annual goals be measured?
COMMENTS:
IEP – Goals and Short-Term Objective/Benchmark Page
Short-term Objectives or Benchmarks: In addition to Annual Goals, provide at least two short-term objectives or benchmarks per goal for children who take alternate assessments aligned to alternate achievement of the standards.
SHORT-TERM OBJECTIVE/BENCHMARK #________
IEP – Transition Services Plan – Goals and Activities Page
(Beginning not later than the first IEP developed during the student’s ninth grade year, or upon turning 16 years of age, whichever occurs first)
STUDENT ID: ________________________
Postsecondary Goal(s): _________________________________________________________________________________________
___________________________________________________________________________________________
Annual Transition Goals
Provide measurable annual transition goals to assist the young adult in working toward their postsecondary goal(s). The annual transition goal(s) must include academic and functional goals to enable the young adult to be involved in and make progress in the general education curriculum and in community experiences. For a young adult beginning with the first IEP developed during the student’s ninth grade year or upon turning 16 years of age, whichever occurs first, postsecondary goal(s) based upon age appropriate transition assessments related to education/training, employment, and where appropriate, independent living skills, and to meet other educational needs that result from the disability. For young adults being taught to alternate achievement of the standards, include a minimum of two (2) short-term objectives or benchmarks for each annual goal.
Education/Training Goal(s)
Short-Term Objectives/Benchmarks (as needed)
Coordinated Activities
Responsible Party(ies)
Parents are to be informed of progress in annual goals, in addition to general
Extent of progress toward achieving the annual transition goals by
education academic performance reports. Describe how often this will occur
the end of the year (i.e., one-half, two-thirds, fifty percent, passing
and what methods will be utilized.
grades in general curriculum).
Employment Goal(s)
IEP – Transition Services Plan – Transition Goals/Course of Study
(Beginning not later than the first IEP developed during the student’s ninth grade year or upon turning 16 years of age, whichever occurs first.)
Independent Living Goal(s) (if appropriate)
Build a course of study, to be updated annually, to assist the young adult in achieving their postsecondary goal(s):
Grade __________
Grade ___________
Projected date of graduation/program completion and type:
______________________________________
Standard Diploma
General Education Development (GED) Other _____________________________
In planning the course of study, is information needed regarding opportunities for vocational education (e.g., high school vocational education courses, school-based training, work study programs, technology education, or area career technology center programs)?
Yes No
If yes, document date(s) when information was provided to young adult and parent(s). Date: ______________________
By age 16, the young adult has been referred to the vocational rehabilitation counselor in the young adult’s school district.
Person responsible for the referral: __________________________________________Date:__________________________________
Name of the Vocational Rehabilitation Counselor: ____________________________________________________________________
Have the young adult and parent(s) been provided a copy of the referral form? Yes No
If no, explain why. _____________________________________________________________________________________________
If yes, explain how. ____________________________________________________________________________________________
By age 17, have young adult and parent(s) been informed of any transfer of rights at age of majority? Yes No
If no explain why: _____________________________________________________________________________________________
Comments: __________________________________________________________________________________
IEP – Services Page
Special Education Services: List each special education service.
Type of Service(s)
Amount of Services (Time
Starting Date
Ending Date
Person Responsible
and Frequency)
(Title)
Related Services: List each related service necessary for the child to benefit from special education.
Location of
Services
Provide an explanation of the extent, if any, to which the child will not participate with nondisabled children in the general education curriculum or age-appropriate activities:
The continuum of placements for the least restrictive environment (LRE) includes regular classes full-time, special classes part-time or full-time, public/private separate day school facility, public/private residential facility, home instruction/hospital environment, correctional facility, or parentally placed in private schools. For preschool children (aged 3 through 5), the continuum includes early childhood program, special education program, residential facilities, home, service provider location.
Continuum of Placement:
Amount of time in general education setting: _____ of _____ periods per day OR __________ % of instructional day.
If block schedule, describe:
Is this child’s instructional day the same length as nondisabled peers? Yes No
If no, describe the reason(s) for a shortened school day:
Regular PE Adapted PE NA
List modifications necessary for this child to participate in regular PE
If not applicable provide justification:
(specially designed adapted PE, if needed, must be addressed on the IEP):
Supplementary aids and services, program modifications and/or supports for personnel in general education or other education-related settings not otherwise addressed as special education or related services:
Supplementary aids and services:
Location/Class/Settings
Program modifications:
Supports for personnel:
IEP – Signature Page
State and Districtwide Assessment Programs
Child will participate in:
Oklahoma Core Curriculum Tests (OCCT)
Alternate Assessment (OAAP or OMAAP)
If the child is participating in alternate assessment, has the IEP team considered the guidelines for participation in alternate assessment?
Yes No If no, explain why:
If the child is participating in an alternate assessment, how will the child be assessed?
OAAP Portfolio
OMAAP
If the child is participating in OMAAP, list each subject for which the child will participate.
Specify state approved accommodations used in each test administration.
Extended School Year (ESY) Services
ESY Services: Requires further data; will reconvene by ___/____/___
are necessary
are not necessary
If necessary, describe services provided:
Documentation of LRE Placement Considerations
Describe continuum of placements considered and reasons determined not appropriate:
Is this placement in the school the child would normally attend if nondisabled? Yes No
If no, is the placement as close as possible to the child’s home? Yes No
If no, explain why the IEP requires other arrangements:
Explain considerations of potential harmful effects on the child or the quality of services needed:
When special classes, separate schools/facilities, or other removal from the general education environment occurs, describe how the nature and severity of the disability is such that education in general education classes, with the use of supplementary aids and services, cannot be achieved satisfactorily:
Date of next IEP _______________________________________________________________Date of next 3 year reevaluation ______________
FROM INITIAL
FROM INTERIM
FROM SUBSEQUENT
Team Participant Signatures:
Parent(s)________________________________________________
Date _________________
Agree
*Disagree
Special Education Teacher__________________________________
Regular Education Teacher _________________________________
Administrative Representative_______________________________
Student _________________________________________________
Other___________________________________________________
*Team members who disagree may submit separate statements presenting their conclusions. (Complete Comment Form as necessary.)
If parent(s) did not attend the IEP meeting, explain other methods to ensure parent participation (and/or child as appropriate): (e.g., conference call, videoconference, home visit)
Parent(s) have protection under the procedural safeguards.
Translation/Interpretation needed:
Yes No
Parent(s) received Parents Rights in Special Education:
If yes, specify how provided: ______________________
Notice of Procedural Safeguards
Yes
No
Parent(s) received Parent Survey form and business reply envelope:
Parent Initial: _____________________
Parent consent for initial placement (consent is voluntary and may be revoked at any time)
Parent Signature: _______________________________________________________ Date: _________________________________
Completing the Oklahoma Individualized Education Program (IEP) form is an important step towards tailoring education to meet the specific needs of a child with a disability. This process ensures that the educational experience is both appropriate and effective by addressing the unique needs and abilities of the student. Diligent attention to detail and thorough understanding of the student’s current academic and functional performance are paramount throughout the form-filling process. Following a systematic guide can facilitate this task, ensuring all necessary information is correctly documented and communicated.
Upon completion of the form, it is crucial to review all entries for accuracy and completeness. The IEP document is a foundational tool in the development of an educational plan that addresses the specific needs of a child with a disability, setting the stage for a supportive and effective learning environment. Following the steps outlined ensures that the child's educational team has a clear and comprehensive understanding of the goals and strategies identified to facilitate the child's success.
FAQ Section on the Oklahoma IEP Form
The Oklahoma IEP form is designed to outline a customized educational plan for a child with a disability. Its primary purpose is to ensure that the child receives tailored educational support that addresses their unique needs. The form details the child's current levels of academic achievement and functional performance, sets measurable annual goals, including academic and functional goals, and enumerates the special education and related services that the child will receive. For students of transition age, it includes goals and plans for postsecondary transitions. The involvement of parents and the consideration of their concerns are integral to the process.
Present levels of academic achievement and functional performance are identified through an evaluation process that reviews the child's current educational data. This may include the most recent assessments statewide and districtwide, observations, and feedback from previous teachers. For students of transition age, it involves transition assessments that correlate with postsecondary goals. For preschool children, it describes how the disability impacts participation in age-appropriate activities. Objective statements are written to clearly illustrate how the child's disability affects their involvement, functional performance, and progress in the general education curriculum or appropriate activities.
Annual goals are established based on the child's current educational needs that derive from their disability. These goals are designed to be measurable, both in academic and functional areas, to ensure the child can make progress in the general education curriculum or engage in appropriate activities, for preschool children. The IEP also details how parents are informed about their child’s progress towards these goals, including the methods and frequency of communication. For students taking alternate assessments aligned to alternate achievement standards, short-term objectives or benchmarks are provided for each goal to track progress more closely.
For students beginning no later than the first IEP developed during the student's ninth-grade year or upon turning 16, the Transition Services Plan outlines postsecondary goals based on age-appropriate transition assessments. These goals focus on education/training, employment, and, where appropriate, independent living skills. The plan lists measurable annual transition goals that include academic and functional goals, short-term objectives or benchmarks as needed, coordinated activities, responsible parties, and methods, along with the frequency of reporting progress to parents. These elements support the young adult's transition from school to post-school activities and are crucial for setting the stage for postsecondary success.
Failing to provide specific, measurable goals: A common mistake is not setting clear, measurable annual and transition goals. These goals should be detailed enough to guide the educational and transition planning process, making it possible to track the child's progress over time.
Not adequately documenting the child's current performance levels: It’s crucial to accurately record the child's present levels of academic achievement and functional performance. Skipping details or providing vague descriptions can hinder tailoring the IEP to meet the child's unique needs effectively.
Overlooking parent and student input: Forgetting to incorporate or properly document the concerns and insights of parents and, when appropriate, the student, is another common mistake. This input is vital for creating a comprehensive and effective IEP that addresses all aspects of the child's educational experience.
Incomplete consideration of special factors: Sometimes, the IEP form is filled out without adequately addressing special factors such as behavior interventions, language needs, or the necessity for assistive technology. Each relevant factor needs to be considered and documented to ensure the child receives appropriate support.
When managing the Individualized Education Program (IEP) process for a student in Oklahoma, professionals and families work with a variety of documents to ensure a comprehensive and effective plan. These documents complement the IEP, providing essential information, recording specific assessments, and ensuring that all involved are aligned with the student's educational goals and needs.
The effective use of these documents ensures a well-rounded and legally compliant approach to special education planning and service delivery. Each plays a pivotal role in supporting the student's educational journey, from initial assessment through to transition planning for life after high school. Together with the Iepam, they form a critical set of tools for educators, students, and families navigating the special education process in Oklahoma.
The Oklahoma Individualized Education Program (IEP) shares similarities with the 504 Plan, as both are designed to accommodate students' specific needs within the educational setting. The 504 Plan, which falls under Section 504 of the Rehabilitation Act of 1973, ensures that a child with a disability receives accommodations that will ensure their academic success. Similar to the IEP, it documents the accommodations, supports, and services a student will receive, but it differs mainly in its scope, serving students who do not qualify for special education but still require some form of accommodation to access their education fully.
Another document resembling the Oklahoma IEP is the Individualized Family Service Plan (IFSP). The IFSP is intended for children under three years of age who need early intervention services due to a developmental delay or disability. Like the IEP, it is customized to the child's unique needs, outlining services to support the child's development. However, while the IEP focuses on the educational needs of children and young adults, the IFSP emphasizes family involvement and services that support the family unit, recognizing parents as equal partners in the planning process.
The Transition Plan within the IEP resembles a career development plan but is tailored for young adults with disabilities. This component of the IEP focuses on setting postsecondary goals in areas like education, training, employment, and where appropriate, independent living skills. Similar to career planning frameworks, it involves assessing the student's strengths, preferences, and interests to map out future goals and the steps needed to achieve them. Unlike general career plans, however, this plan is specifically designed to navigate the challenges a young adult with disabilities might face in reaching these goals.
Behavioral Intervention Plans (BIPs) also share similarities with the Oklahoma IEP, particularly in how they address specific needs. A BIP is used for students who demonstrate challenging behaviors that impede their learning or that of others. It outlines strategies and supports to address these behaviors. While the IEP contains a broader scope, including educational goals and objectives, a BIP focuses specifically on behavioral objectives and interventions, and it may be included within an IEP for students whose behaviors require such detailed attention.
The Functional Behavior Assessment (FBA) often precedes the development of a BIP, making it a complementary document to the IEP. An FBA is an analytical process used to understand the purpose or cause of specific behaviors in order to effectively address them. This diagnostic tool can be a part of the IEP process when behavioral challenges are present, identifying the needs that lead to the development of a BIP. Like the IEP, the FBA is centered around individual student needs, but it specifically focuses on behavior rather than the full spectrum of educational programming.
Another document similar to the Oklahoma IEP is the Student Support Team (SST) Plan. An SST Plan is devised by a team that includes educators, counselors, and other school professionals who come together to design academic or behavioral intervention strategies for students struggling in school. Although it serves a preventive purpose and is often implemented before referring a student for an IEP evaluation, both plans focus on tailoring educational approaches to meet unique student needs.
Education, Health, and Care Plans (EHCPs) in the UK are analogous to the Oklahoma IEP in their intent and structure but are used within the British educational system. Like an IEP, an EHCP outlines the educational, health, and social care support that a child or young person with special educational needs and disabilities (SEND) will receive. EHCPs are designed to be holistic, covering a wider range of needs to support the individual's educational journey, reflecting the IEP's comprehensive approach to supporting students with disabilities.
The Individual Career and Academic Plan (ICAP) is another document with resemblances to parts of the IEP, particularly the transition planning component. An ICAP is designed to guide students in exploring their career aspirations, academic plans, and post-secondary opportunities. While not exclusively for students with disabilities, its personalized nature and focus on future planning align with the IEP's transition planning aspects. The key difference lies in the ICAP's broader audience and its focus on career and academic guidance for all students.
When filling out the Oklahoma Individualized Education Program (IEP) form, there are important practices to follow. These practices ensure that the IEP accurately reflects the child’s needs and the educational support they require. Below is a list of things you should and shouldn't do:
Adhering to these dos and don'ts will help create a more effective and individualized education plan that meets the unique needs of the child, ensuring they receive the proper support to succeed in their educational journey.
There are several misconceptions about the Oklahoma Individualized Education Program (IEP) form that need clarification:
Only academic needs are addressed: Many people think IEPs are solely focused on academic needs, but they also cover functional performance and the child's involvement in general education, including postsecondary transition and participation in age-appropriate activities for preschoolers.
Parents' input is optional: Contrary to this belief, parents' concerns and the enhancement of the child’s education play a crucial role in developing an IEP, ensuring that their child's unique needs are thoroughly considered.
IEPs are static documents: Actually, IEPs are dynamic and can be amended or modified after the initial, interim, and subsequent IEP dates to meet the evolving needs of the child.
Special factors are rarely considered: Each IEP must consider relevant special factors such as language needs, Braille instruction, communication needs, and whether the child requires assistive technology, ensuring a comprehensive educational approach.
Goals are broad and non-specific: Goals in an IEP must be measurable, covering both academic and functional areas to track progress accurately. They also include provisions for informing parents about the child's progress.
There’s no plan for transition to adulthood: From ninth grade or age 16, whichever comes first, the IEP includes a transition services plan with measurable postsecondary goals and annual transition goals, demonstrating a clear path toward adulthood.
Short-term objectives are outdated: While annual goals are critical, short-term objectives or benchmarks are required for children taking alternate assessments, ensuring tailored education paths align with each student's level of achievement.
One-size-fits-all approach: The IEP is highly individualized, considering the child's strengths, educational needs resulting from the disability, effects on the child's participation, and parent concerns, thus providing a personalized educational experience.
Understanding these misconceptions is vital for parents, educators, and stakeholders to effectively contribute to the development and implementation of IEPs that meet the unique needs of children with disabilities.
When dealing with the Oklahoma Individualized Education Program (IEP) form, understanding its components and significance is crucial for ensuring that children with disabilities receive a tailored and effective educational plan. Here are some key takeaways that can serve as a guide for educators, parents, and administrators alike.
Overall, the Oklahoma IEP form is a critical tool in the development of targeted, effective educational plans for students with disabilities. It emphasizes collaboration between the school, the student, and the family, sees the student holistically, addresses both current and future needs, and sets measurable goals for academic and functional success.
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