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IEPs are developed by a group of professionals at school. One member of this IEP team typically acts as a case manager and oversees the IEP. You’re part of your child’s IEP team, too. That means you’ll be involved in the process as the IEP is made. The IEP team will use the results of your child’s evaluation testing to design the plan. The scores show the specific areas your child struggles with. Having that information allows the IEP team to provide the individualized instruction and supports your child needs.

Here are some of the things the IEP will include: Your child’s present level of performance in school (PLOP) Individualized instruction and related services , such as occupational therapySupports like accommodations and

Your role in creating your child’s IEP doesn’t stop once the plan is done. In fact, it’s very important that you go over the IEP carefully and make sure it has everything it should have, and that you agree with what the school has proposed.

Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.

If your child has an Individualized Education Program (IEP), the IEP team will meet every year to bring it up to date. One of the first steps is to update your child’s present levels of academic achievement and functional performance. Some states/school districts refer to this as PLAAFP, some as PLOP and others as PLP.

What does PLOP include?

To write the PLOP, the IEP team draws information from several sources. They should include teacher observations and objective data, such as test results and scores.

Response to intervention (RTI) is a framework that many schools use to help students who are struggling with academics.

A multi-tier system of supports (MTSS) is more comprehensive. It may include the three levels of RTI.

Understanding how your school uses RTI or MTSS can help you advocate for your child.

The unlikelihood of this sequence of events is simply astounding. What are the odds that a bunch of under-skilled and under-equipped Englishmen should pitch up and find perhaps the most fluent native American speaker of English anywhere on the continent?