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The Oklahoma Individualized Education Program (IEP) form serves as a crucial tool in the educational journey of children with disabilities, ensuring they receive the tailored support necessary for their unique needs. This comprehensive document begins with essential identifying information about the child, including their name, student ID, birthdate, and grade level. It also captures vital contact details for parents or guardians, allowing for effective communication throughout the IEP process. The form encompasses various sections that detail the child’s present levels of academic achievement and functional performance, highlighting how their disability impacts their learning and participation in the general education curriculum. Furthermore, it addresses the child's strengths and needs, taking into account special factors that may affect their education, such as behavioral interventions and communication requirements. The IEP outlines measurable annual goals, designed to foster academic and functional progress, alongside short-term objectives that provide a roadmap for achieving these goals. Transition planning is also a key component, especially for students approaching adulthood, as it prepares them for postsecondary education, employment, and independent living. Each section of the IEP emphasizes collaboration among educators, parents, and specialists, ensuring that the child’s educational experience is both enriching and supportive.

Important Questions on Oklahoma Iep

What is the purpose of the Oklahoma IEP form?

The Oklahoma IEP form is designed to create a tailored educational plan for students with disabilities. It outlines the specific educational needs of the child and sets measurable goals to help them succeed in the general education curriculum. This form ensures that parents, educators, and specialists collaborate to support the child's academic and functional progress.

Who is involved in the IEP process?

The IEP process involves a team of individuals, including the child's parents, teachers, special education professionals, and any relevant specialists. This team collaborates to assess the child's needs, develop goals, and determine the necessary services and supports. The child may also be included in discussions, especially as they approach transition age.

How are goals measured in the IEP?

Goals in the IEP are measured through specific criteria set by the team. Each goal will have a method for tracking progress, such as regular assessments or reports. Parents will be informed of their child's progress throughout the year, ensuring they are aware of how their child is meeting or exceeding these goals.

What are the special factors considered in the IEP?

The IEP team considers several special factors that may impact the child's education. These include behavioral needs, language requirements for children with limited English proficiency, and the need for assistive technology. The team will check if these factors are relevant and explain any necessary services in the IEP.

When is the IEP reviewed and updated?

The IEP is reviewed at least once a year to assess the child's progress and make necessary adjustments. However, it can be amended more frequently if needed. Parents can request a review if they feel the child's needs have changed or if they have concerns about the current plan.

How to Write Oklahoma Iep

Completing the Oklahoma IEP form involves several important steps to ensure that all necessary information is accurately captured. Following these steps will help in creating a comprehensive plan tailored to the child's educational needs.

  1. Fill in Child's Information: Start by entering the child's name, student ID, birthdate, grade, and age at the top of the form.
  2. Provide Parent Information: Enter the names of the parent(s) or guardian(s), along with their phone numbers and home address.
  3. Enter District and Building Details: Fill in the district or agency name, street address, city, state, zip code, building name, and site code.
  4. Identify IEP Teacher: Write the name of the IEP teacher of record and indicate whether this is an initial, interim, or subsequent IEP.
  5. Document Present Levels of Performance: Provide current evaluation data and write objective statements that describe how the child's disability affects their academic performance and participation in general education.
  6. List Strengths and Needs: Note the child's strengths, anticipated effects of the disability, and any special factors that need consideration, checking yes or no for each factor.
  7. Address Parent Concerns: Include any concerns parents have regarding their child's education.
  8. Set Annual Goals: Create measurable annual goals for the child, including how progress will be measured and reported to parents.
  9. Define Short-Term Objectives: For each goal, provide at least two short-term objectives or benchmarks, especially for children taking alternate assessments.
  10. Complete Transition Services Plan: If applicable, document postsecondary goals and annual transition goals, including short-term objectives and responsible parties.

After completing these steps, review the form for accuracy. Ensure that all sections are filled out thoroughly. This will help in developing a clear and effective IEP that addresses the child's unique educational needs.

Similar forms

The Oklahoma Individualized Education Program (IEP) form shares similarities with the 504 Plan, which is designed to provide accommodations and modifications for students with disabilities. Both documents aim to ensure that students have equal access to education. The IEP focuses on special education services tailored to the individual needs of the child, while the 504 Plan outlines necessary adjustments within the general education setting. Both require input from parents and educational professionals to create a supportive environment for the student.

Another document that resembles the Oklahoma IEP form is the Individual Family Service Plan (IFSP). The IFSP is specifically designed for infants and toddlers with developmental delays. Like the IEP, it includes information about the child's strengths and needs, as well as specific goals and services required. However, the IFSP emphasizes family involvement and support, recognizing the family's role in the child's development, whereas the IEP focuses more on the educational setting and outcomes for school-age children.

The Personalized Learning Plan (PLP) also shares characteristics with the Oklahoma IEP. A PLP is typically used to customize a student's learning experience based on their unique strengths and interests. Both documents outline goals and strategies for achieving educational success. However, while the IEP is a legal document with specific requirements under federal law, the PLP is often more flexible and may not have the same legal implications, allowing for a more individualized approach to learning.

In addition, the Behavior Intervention Plan (BIP) is similar to the IEP in that it addresses specific needs related to a child's behavior. Both documents are developed collaboratively by a team that may include parents, educators, and specialists. The BIP focuses on strategies to improve behavior and ensure that the child can participate in the educational environment effectively. The IEP may incorporate elements of the BIP if behavioral issues impact the child's learning and progress.

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Lastly, the Transition Plan is another document that aligns with the Oklahoma IEP. This plan is often part of the IEP for students approaching adulthood and focuses on preparing them for life after high school. Both documents outline goals and services needed for successful transitions, whether into further education, employment, or independent living. The Transition Plan emphasizes the importance of planning for the future, while the IEP ensures that the student receives the necessary support throughout their educational journey.

Example - Oklahoma Iep Form

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

DATE

DATE

AMENDED or MODIFIED:__________

DATE

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:

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

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

DATE

DATE

DATE

DATE

DATE (ESY)

How will the extent of progress toward annual goals be measured?

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

DATE

DATE

DATE

DATE

DATE (ESY)

How will the extent of progress toward annual goals be measured?

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

DATE

DATE

DATE

DATE

DATE (ESY)

How will the extent of progress toward annual goals be measured?

COMMENTS:

OSDE Form 7

 

Page __ of __

 

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

 

 

IEP – Goals and Short-Term Objective/Benchmark 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.

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.

GOAL # _______

SHORT-TERM OBJECTIVE/BENCHMARK #________

SHORT-TERM OBJECTIVE/BENCHMARK #________

SHORT-TERM OBJECTIVE/BENCHMARK #________

SHORT-TERM OBJECTIVE/BENCHMARK #________

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

DATE

DATE

DATE

DATE

DATE (ESY)

How will the extent of progress toward annual goals be measured?

COMMENTS:

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

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)

NAME OF CHILD:

 

 

 

STUDENT ID: ________________________

 

FIRST

MIDDLE

LAST

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).

 

 

 

 

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How will the extent of progress toward annual goals be measured?

 

 

 

 

 

 

 

 

 

 

 

 

 

Employment 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).

 

 

 

 

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How will the extent of progress toward annual goals be measured?

 

 

 

 

 

 

 

 

 

 

 

 

 

OSDE Form 7

 

 

 

 

 

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

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.)

NAME OF CHILD:

 

 

 

 

STUDENT ID:_________________________

 

FIRST

MIDDLE

LAST

 

 

 

 

 

 

Independent Living Goal(s) (if appropriate)

 

 

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).

 

 

 

 

 

 

 

DATE

DATE

DATE

DATE

DATE

DATE (ESY)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How will the extent of progress toward annual goals be measured?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Build a course of study, to be updated annually, to assist the young adult in achieving their postsecondary goal(s):

Grade __________

Grade __________

Grade __________

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.

Yes No

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: __________________________________________________________________________________

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

IEP – Services Page

NAME OF CHILD:

 

 

 

 

 

STUDENT ID:_________________________

 

FIRST

 

MIDDLE

LAST

 

 

 

 

 

 

 

 

 

 

 

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.

 

Type of Service(s)

 

Location of

 

Amount of Services (Time

Starting Date

Ending Date

Person Responsible

 

 

 

Services

 

 

and Frequency)

 

 

 

(Title)

 

 

 

 

 

 

 

 

 

 

 

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:

Location/Class/Settings

 

 

Supports for personnel:

Location/Class/Settings

 

 

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

IEP – Signature Page

NAME OF CHILD:

 

 

 

STUDENT ID:_________________________

 

FIRST

MIDDLE

LAST

 

 

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__________________________________

Date _________________

Agree

*Disagree

Regular Education Teacher _________________________________

Date _________________

Agree

*Disagree

Administrative Representative_______________________________

Date _________________

Agree

*Disagree

Student _________________________________________________

Date _________________

Agree

*Disagree

Other___________________________________________________

Date _________________

Agree

*Disagree

*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: _____________________

Yes

No

 

 

Parent consent for initial placement (consent is voluntary and may be revoked at any time)

Yes No

Parent Signature: _______________________________________________________ Date: _________________________________

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

OSDE Form 7

Page __ of __

Initial IEP Date__________ Interim IEP Date____________ Subsequent IEP Date____________

Documents used along the form

The Oklahoma IEP form is a crucial document in the educational planning process for children with disabilities. Alongside this form, several other documents are commonly used to ensure a comprehensive approach to meeting the educational needs of the child. Below is a list of these additional forms and documents, each serving a specific purpose in the development and implementation of an Individualized Education Program.

  • Evaluation Report: This document outlines the results of assessments conducted to determine a child's eligibility for special education services. It includes information about the child's strengths, weaknesses, and specific needs based on standardized testing and observations.
  • Prior Written Notice: This form is used to inform parents about decisions made by the school regarding their child's special education services. It details what actions the school proposes or refuses and the reasons for those actions.
  • Consent for Services: This document is required to obtain parental consent before providing special education services. It ensures that parents are fully informed about the services their child will receive and agree to those services.
  • Progress Reports: These reports provide updates on a child's progress toward achieving the goals set in the IEP. They are typically shared with parents at regular intervals, allowing for ongoing communication about the child's development.
  • Behavior Intervention Plan (BIP): If a child exhibits challenging behaviors, a BIP may be developed. This plan outlines strategies and interventions to address specific behaviors that impede learning and outlines how staff will support the child.
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  • Transition Plan: Required for students aged 16 and older, this plan outlines the steps necessary for a smooth transition from school to post-school activities. It includes goals related to education, employment, and independent living.
  • Service Delivery Plan: This document details how and when special education services will be provided to the child. It specifies the type of services, frequency, duration, and location of services.
  • Annual Review Documentation: This form is used to record the outcomes of the annual IEP review meeting. It summarizes any changes made to the IEP and ensures that all team members are aligned on the child's educational goals.
  • Meeting Notes: Notes taken during IEP meetings serve as a record of discussions and decisions made by the IEP team. They provide clarity on the rationale behind specific goals and services included in the IEP.

These documents work together to create a comprehensive framework for supporting the educational journey of children with disabilities. Each plays a vital role in ensuring that the child's individual needs are met and that parents are actively involved in the process.

Key takeaways

  • Start by gathering all necessary information about the child, including their name, student ID, and birthdate. This foundational data is essential for accurately filling out the IEP form.

  • Document the child’s current academic performance and functional capabilities. This section should highlight how the child's disability impacts their learning and participation in the general education curriculum.

  • Clearly outline the child’s strengths and needs. Identifying these aspects helps the IEP team develop effective strategies tailored to support the child’s educational journey.

  • Set measurable annual goals that encompass both academic and functional objectives. These goals should aim to enhance the child’s involvement in the general education curriculum.

  • For each annual goal, include at least two short-term objectives or benchmarks. These smaller milestones will guide progress and help track achievements throughout the year.

  • Consider special factors that may affect the child’s learning. This includes behavioral strategies, language needs, and any assistive technology requirements that could support the child’s education.

  • Maintain open communication with parents regarding their child’s progress. Regular updates about the child’s advancement towards annual goals are crucial for fostering a collaborative environment.