Things to Consider When Developing the Individual Education
Program (IEP)
Individual Educational Program (IEP). These should include:
- Strengths of the student and the parent's ideas and concerns;
- Results of the initial or most recent evaluation(s);
- Results of the student's performance on any general state
or district-wide assessment;
- Positive supports;
- Language needs of the student if the student has limited English
proficiency;
- Provisions for instruction in Braille if the student is blind
or visually impaired and Braille is determined appropriate by
the PET; and
- Communication needs of the student.
- Need for special education equipment or assistive technology
(AT) devices and services.
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PET Considerations in Developing an IEP
In developing or revising each student’s IEP
the PET shall:
- Consider the strengths of the student and the
concerns of the parents for enhancing the education
of their student;
- Consider the results of the initial or most recent
evaluation of the student;
- As appropriate, the results of the student’s
performance on any general state or district-wide
assessment;
- In the case of a student whose behavior impedes
his or her learning or that of others, consider,
if appropriate, strategies, including positive behavioral
interventions, strategies, and supports to address
that behavior;
- In the case of a student with limited English
proficiency, consider the language needs of the
student as these needs relate to the student’s
IEP;
- In the case of a student who is blind or visually
impaired, provide for instruction in Braille and
the use of Braille unless the Pupil Evaluation Team
determines, after an evaluation of the student’s
reading and writing skills, needs, and appropriate
reading and writing media (including an evaluation
of the student’s future needs for instruction
in Braille or the use of Braille), that instruction
in Braille or the use of Braille is not appropriate
for the student;
- Consider the communication needs of the student,
and in the case of a student who is deaf or hard-of-hearing,
consider the student’s language and communication
needs, opportunities for direct communications with
peers and professional personnel in the student’s
language and communication mode, academic level,
and full range of needs, including opportunities
for direct instruction in the student’s language
and communication mode; and
- Consider whether the student requires assistive
technology devices and services.” (MSER, Chapter
101, Section 10.3, p. 54-55)
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