I chose the IEP (Individualized Education Program) as my field artifact for multiple reasons. First, I had never seen an IEP before entering the special education class I am observing. I think it is an important document that all education majors should be familiar with, even if they are not going into special education because there will be children with special needs in almost all classes. Also, I did not realize how long IEPs are and how much information they contain. Therefore, I scanned a copy of one of the student's IEP in my classroom. The document is an initial IEP and 14 pages long.
This is the first page of the IEP. It contains general information on the student and parents of the student.
The second page of the document contains the following sections: Future Planning, Special Instructional Factors, and Profile. The Future Planning is determined by the parent and indicates what the parent would like to see in the next year. In this instance, the parent wants to see her child show the maturity of a regular third grader (the student is in second grade now, but does not show the maturity of a regular second grader). Special Instructional Factors may include limited English proficiency, behavior problems that affect the child's learning, assistive technology devices that are needed, etc. In this instance, the student does not have any Special Instructional Factors. The Profile simply gives a brief summary of the child and what she/he struggles with.
This page includes Postsecondary Transition and Postsecondary Transition Services. This page is only filled out if the student is 14 years and older.
This page contains Measurable Annual Goals. Each child has a different number of Measurable Annual Goals, depending on this/her trouble areas. This student has four Measurable Annual Goals: Reading, Reading Comprehension, Written Language, and Math. This page focuses on Reading. It explains the student's weaknesses and strengths in reading, what percent of first and second grade sight words she was able to recognize, and methods to help her achieve her annual goal.
This page focuses on the Measurable Annual Goals for Reading Comprehension.
This page focuses on the Measurable Annual Goals for Written Language.
This page focuses on the Measurable Annual Goals for Math.
This page contains Descriptions of Specially Designed Services. It explains what the special education teacher will do to help the student and for what amount of time each day. For instance, the special education teacher will provide direct instruction in math in the small group instruction opportunities for 30 minutes each day.
This page focuses on Transportation as a Related Service and Nonacademic and Extracurricular Activities. Transportation as a Related Service asks if the child has a disability that requires special transportation. The state is concerned that students with IEPs do not have the same opportunities as students without special needs. Therefore, they require the school to identify the ways in which the child has the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled peers. In this instance, the child is notified through announcements and fliers. I was very shocked that the state requires this kind of information in an academic IEP. However, I think it is a good thing for the students with IEPs.
This page focuses on General Factors and Least Restrictive Environment. The General Factors include strengths of the child and concerns of the parents. The Least Restrictive Environment asks questions such as "Does this child attend the school he/she would attend if not disabled?" and "Does this child receive all special education services with nondisabled peers?"
This pages focuses on the Statewide and Districtwide Testing. It includes the accommodations the child will receive when taking statewide or districtwide assessments. Accommodations include small group, extended time, read aloud, breaks during tests, and taking the tests in the resource room.
This page focuses on Meeting Participants (whether the IEP meeting was face-to-face, video conference, or telephone conference). The IEP meeting participants must sign the document.
This page indicates whether it is an Initial IEP or Annual Review.
This page focuses on the Measurable Annual Goals for Math.
This page contains Descriptions of Specially Designed Services. It explains what the special education teacher will do to help the student and for what amount of time each day. For instance, the special education teacher will provide direct instruction in math in the small group instruction opportunities for 30 minutes each day.
This page focuses on Transportation as a Related Service and Nonacademic and Extracurricular Activities. Transportation as a Related Service asks if the child has a disability that requires special transportation. The state is concerned that students with IEPs do not have the same opportunities as students without special needs. Therefore, they require the school to identify the ways in which the child has the opportunity to participate in nonacademic/extracurricular activities with his/her nondisabled peers. In this instance, the child is notified through announcements and fliers. I was very shocked that the state requires this kind of information in an academic IEP. However, I think it is a good thing for the students with IEPs. 
This page focuses on General Factors and Least Restrictive Environment. The General Factors include strengths of the child and concerns of the parents. The Least Restrictive Environment asks questions such as "Does this child attend the school he/she would attend if not disabled?" and "Does this child receive all special education services with nondisabled peers?"
This pages focuses on the Statewide and Districtwide Testing. It includes the accommodations the child will receive when taking statewide or districtwide assessments. Accommodations include small group, extended time, read aloud, breaks during tests, and taking the tests in the resource room.
This page focuses on Meeting Participants (whether the IEP meeting was face-to-face, video conference, or telephone conference). The IEP meeting participants must sign the document. 
This page indicates whether it is an Initial IEP or Annual Review.
This was a great choice for a field artifact Alyssa! As an intervention specialist we will be working with these so much, I thinks it's awesome to be able to check one out now! This field artifact will be very useful in our career future! :)
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