Review and Update the IEP: Updating the Learning Expectations

Updating the learning expectations in an Individualized Education Program (IEP) is a

critical process to ensure that a student’s educational needs are being met effectively.
This involves evaluating the student's current performance, setting new goals, and
making necessary adjustments to the IEP. Here are the key steps and considerations
involved in updating the learning expectations:

1. Assessment of Current Performance:

 Data Collection: Gather comprehensive data on the student’s academic
performance, behavior, social skills, and other relevant areas. This may
include standardized test scores, classroom assessments, teacher
observations, and feedback from parents or guardians.
 Progress Review: Evaluate the student’s progress toward the current IEP
goals. Identify areas where the student has made significant progress and
areas that still require support.
2. Goal Setting:
 SMART Goals: Set new goals that are Specific, Measurable, Achievable,
Relevant, and Time-bound. Ensure that the goals are tailored to the
student’s unique needs and capabilities.
 Short-term Objectives: Break down long-term goals into short-term
objectives. These should be incremental steps that will lead to the
achievement of the overall goals.
3. Modification of Accommodations and Supports:
 Review Accommodations: Assess the effectiveness of current
accommodations and supports. Determine if they need to be modified,
removed, or if new accommodations are required.
 Introduce New Supports: Based on the student’s evolving needs,
introduce new supports or interventions. This could include assistive
technology, modified instructional strategies, or additional services such as
speech therapy or occupational therapy.
4. Collaboration with Stakeholders:
 Team Meetings: Hold IEP team meetings to discuss the student’s progress
and proposed updates. The team should include educators, parents or
guardians, specialists, and when appropriate, the student.
  Parent and Student Input: Actively seek and incorporate input from the
student’s parents or guardians and the student themselves. Their insights
are crucial for understanding the student’s needs and preferences.
5. Documentation and Implementation:
 Update the IEP Document: Clearly document all changes to the learning
expectations, goals, accommodations, and supports in the IEP. Ensure that
all team members have access to the updated IEP.
 Action Plan: Develop an action plan for implementing the updated IEP.
This should include specific steps, responsible parties, and timelines for
each goal and support measure.
6. Continuous Monitoring and Feedback:
 Regular Check-ins: Schedule regular check-ins to monitor the student’s
progress and the effectiveness of the updated IEP. Make adjustments as
needed based on ongoing assessments and feedback.
 Feedback Loop: Establish a feedback loop where teachers, parents, and
the student can continuously provide input on what is working well and
what may need further adjustment.

Updating the learning expectations in an IEP is an ongoing process that requires careful
consideration, collaboration, and a commitment to the student’s success. By regularly
reviewing and updating the IEP, educators and parents can ensure that the student
receives the appropriate support to achieve their educational goals.

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Reporting Period

In the context of an Individualized Education Program (IEP), the reporting period refers
to the timeframe during which progress towards the goals outlined in the IEP is
assessed and reported to relevant stakeholders. Here’s how the reporting period is
typically managed within the process of reviewing and updating the IEP:

7. Defining the Reporting Period:

 Determine the duration of the reporting period based on the academic
calendar or specific needs of the student. Common reporting periods
include quarterly, semesterly, or annually.
  Align the reporting period with the frequency of progress monitoring and
assessment activities.
8. Progress Monitoring:
 Establish procedures for ongoing progress monitoring throughout the
reporting period. This may involve regular assessments, data collection,
observations, and teacher evaluations.
 Use a variety of assessment tools and methods to gather comprehensive
data on the student’s academic performance, behavior, and other relevant
areas.
9. Data Analysis and Review:
 Collect and analyze data collected during the reporting period to evaluate
the student’s progress towards the goals outlined in the IEP.
 Identify areas of strength and areas that require additional support or
intervention.
10. Reporting to Stakeholders:
 Prepare reports summarizing the student’s progress during the reporting
period. These reports should be clear, objective, and include data-driven
evidence of progress.
 Share progress reports with relevant stakeholders, including parents or
guardians, educators, and members of the IEP team.
11. IEP Team Meeting:
 Schedule an IEP team meeting at the end of the reporting period to review
the student’s progress and discuss any necessary updates to the IEP.
 During the meeting, stakeholders can discuss the student’s strengths,
areas for improvement, and any adjustments needed to the goals,
accommodations, or supports outlined in the IEP.
12. Documentation and Updates:
 Document the outcomes of the IEP team meeting, including any decisions
made regarding updates to the IEP.
 Update the IEP document to reflect any changes to goals,
accommodations, or other components based on the review of the
reporting period.
13. Communication and Follow-Up:
 Communicate the updated IEP to all relevant parties, including teachers,
service providers, and parents or guardians.
  Establish a plan for ongoing communication and follow-up to ensure that
everyone involved remains informed and engaged in supporting the
student’s progress.

By establishing a clear reporting period and implementing systematic progress

monitoring procedures, educators and members of the IEP team can effectively track the
student’s progress and make informed decisions about their educational needs. Regular
review and updates to the IEP based on the outcomes of the reporting period help
ensure that the student receives the appropriate support and services to achieve their
goals.

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Record ongoing Revisions to the IEP

Review and Update the IEP: Recording Ongoing Revisions to the IEP

Recording ongoing revisions to an Individualized Education Program (IEP) is essential to

maintaining accurate documentation of changes made to the plan over time. Here's a
structured approach to effectively manage and document revisions to the IEP:

14. Documentation Protocol:

 Establish a clear protocol for documenting revisions to the IEP. Determine
who is responsible for maintaining and updating the IEP document,
ensuring consistency and accuracy.
 Use a standardized format or template for recording revisions, including
dates of revisions, specific changes made, and reasons for the revisions.
15. Review and Evaluation:
 Regularly review the current IEP to assess its effectiveness and relevance
based on the student's progress and evolving needs.
 Evaluate feedback from stakeholders, including teachers, parents or
guardians, specialists, and the student (if appropriate), to identify areas
requiring revisions.
16. Identify Revision Needs:
  Identify specific areas of the IEP that require revision based on assessment
data, progress reports, feedback, or changes in the student's
circumstances (e.g., new diagnosis, academic challenges, or achievements).
17. IEP Team Collaboration:
 Schedule IEP team meetings to discuss proposed revisions and collaborate
on decision-making.
 Ensure that all relevant stakeholders are involved in the revision process,
including educators, parents or guardians, specialists (e.g., speech-
language pathologists, occupational therapists), and any other
professionals supporting the student.
18. Document Revisions Clearly:
 Document revisions clearly and comprehensively in the IEP. Include details
such as:
 Updated goals and objectives.
 Modifications or additions to accommodations and supports.
 Changes to service delivery (e.g., frequency of therapy sessions).
 Any new assessments or evaluations conducted.
 Recommendations for further interventions or adjustments.
19. Maintain Revision History:
 Maintain a revision history within the IEP document, documenting each
change made along with the corresponding date.
 Ensure that previous versions of the IEP are retained for reference and
compliance purposes.
20. Communication and Notification:
 Communicate revised IEPs promptly to all relevant parties, including
educators, service providers, parents or guardians, and other members of
the IEP team.
 Provide clear instructions regarding the implementation of revised goals,
accommodations, and supports.
21. Follow-Up and Monitoring:
 Establish a plan for ongoing monitoring and evaluation of the revised IEP.
 Schedule follow-up meetings to assess the impact of revisions on the
student's progress and make further adjustments as necessary.
Recording ongoing revisions to the IEP ensures transparency, accountability, and
continuity in providing appropriate educational services and supports to the student. By
maintaining accurate documentation of changes, the IEP team can track the student's
journey effectively and make informed decisions to optimize their learning experience.
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Revising the IEP to Address Lack of Progress

When a student is not making expected progress toward their annual goals, the IEP
team must review the IEP and revise it as appropriate1. This is documented on the I-5
form, which includes prompts to:

 Review the previous IEP goals and progress

 Indicate if all goals were met or not met
 List any goals and objectives not met
 Describe how the IEP will be revised to address lack of progress1

The revisions documented on the I-5 should correspond to revisions made in the new
IEP1. The IEP may be revised after the initial and/or annual meeting without an IEP team
meeting, but the LEA must be involved in authorizing all changes and revisions2.When
revising the IEP without a meeting, the date of the revision, participants/roles, and the
specific IEP sections amended should be documented2. The LEA must ensure the
student's IEP team and service providers are informed of the revisions2.

Revising the IEP for Students Who Transfer

If a student with a disability transfers to a new LEA within the same school year, the new
LEA must provide FAPE, including services comparable to the previous IEP, until they2:

 Conduct an evaluation (if determined necessary)

 Develop, adopt, and implement a new IEP

The new LEA must make reasonable attempts to promptly obtain the student's records
from the previous LEA2.
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Plan for the Student's Transition

Review and Update the IEP: Plan for the Student's Transition
Transition planning for a student with an Individualized Education Program (IEP)
involves preparing for changes in educational settings or programs, such as moving
from one grade level to another or transitioning from one school to another. This
process requires coordination between the sending teacher (current teacher) and the
receiving teacher (future teacher) to ensure a smooth transition and continuity of
support for the student. Here’s how to effectively plan for this transition:

The Sending Teacher's Role:

22. Review Current IEP:

 The sending teacher should thoroughly review the student's current IEP,
including goals, accommodations, and progress reports.
23. Compile Student Information:
 Gather relevant information about the student's strengths, needs,
preferences, and learning styles.
 Document instructional strategies, interventions, and accommodations
that have been effective for the student.
24. Prepare Transition Summary:
 Create a transition summary or student profile highlighting key
information about the student's academic performance, social-emotional
development, and specific needs.
 Include recommendations for the receiving teacher based on the student's
IEP goals and current support services.
25. Communicate with Receiving Teacher:
 Initiate communication with the receiving teacher to share important
information about the student.
 Provide insights into the student's progress, challenges, and strategies that
have been successful in supporting their learning.
26. Collaborate on Transition Plan:
 Work collaboratively with the receiving teacher to develop a transition
plan tailored to the student's needs.
 Discuss specific accommodations, modifications, and instructional
approaches that will facilitate a smooth transition and continuity of
support.
27. Schedule Transition Meetings:
  Arrange meetings between the sending teacher, receiving teacher, and
other relevant stakeholders (e.g., special education coordinators, parents
or guardians) to discuss the transition plan.
 Address any concerns or questions related to the student's needs and
adjustments to be made in the new educational setting.

The Receiving Teacher's Role:

28. Review Transition Summary:

 Thoroughly review the transition summary provided by the sending
teacher.
 Familiarize oneself with the student's IEP goals, accommodations, and
specific requirements.
29. Prepare Classroom Environment:
 Make necessary arrangements in the classroom to accommodate the
student's needs and ensure accessibility.
 Procure any assistive technology or specialized materials identified in the
transition plan.
30. Meet with Sending Teacher:
 Collaborate with the sending teacher to gain insights into the student's
strengths, challenges, and instructional strategies.
 Seek clarification on the student's preferences and any specific support
services they may require.
31. Establish Communication with Parents/Guardians:
 Reach out to the student's parents or guardians to introduce oneself and
discuss the transition plan.
 Solicit feedback and input regarding the student's individualized needs
and expectations.
32. Monitor Student Progress:
 Monitor the student's progress closely during the initial transition period.
 Maintain open communication with the sending teacher and IEP team to
address any emerging needs or adjustments to the IEP.
33. Implement IEP Goals:
 Implement the student's IEP goals and accommodations effectively,
ensuring continuity of support and alignment with instructional objectives.
By establishing a collaborative approach between the sending and receiving teachers,
educators can facilitate a successful transition for students with IEPs, promoting
continuity of learning and support across educational settings. Clear communication,
thorough planning, and proactive collaboration are essential for ensuring the student's
needs are met during the transition process.