Are you tired of writing your IEP's by hand and would like thousands of new ideas statements at your fingertips? Unlike other systems, IEP4U WRITER will work on any computer and needs no other program to run it. 

Everything you need to easily write student IEP's are included in a new software package designed to streamline the production of your students IEP. The first and second page cover everything from student information to test data, from transition plan record to accommodations, from parent rights to an IEP team signature section. The program includes 43 forms in English and in Spanish. Use the IEP4U WRITER will keep track of all your student data from year to year (not just IEP's).

You can now easily write student goal stems and objectives with the parent and the IEP team at the meeting as IDEA mandates. All data correlates with the California Curriculum Standards. Search a database of thousands of objectives, covering 7 domains and 4 functional levels. Each changeable objective has suggested benchmarks, test data, and examples of performance levels. Use the form format to write your own objectives and they become part of the custom data base. The program comes to you by CD so you can secure all your student information, keep it confidential and portable. 

Search the data base by domain (subjects), functional level, key words, student name, test names etc. to write an IEP that best fits your students needs. Once you have marked the objectives you want, recall them easily by using the search mode. After individualizing each objective, click on the preview key and see the form exactly the way it will look when printed.

If you want to be notified when this system is available, click on my E-MAIL and leave me your E-MAIL address.

You can learn how to operate IEP4U WRITER by following the step by step directions (see below). The intent of this program is to create a system by which a special education teacher, student or parent can write an Individualized Education Plan (IEP). Using this computerized program can aid in the writing and printing of IEP's and can be done at the meeting. They can also be transmitted via email to other locations (if allowable) and your data automatically be stored for future reference.

IEP Meetings are professional meetings and are to be conducted in a collaborative manner that allows the participation of all team members. Team members should include at least the Student, Parent, Teacher, Administrator, Case Manager, and the Psychologist during the Tri-Annual meeting.

If a student completes his or her objectives before the next IEP meeting, an addendum should be written. If a student has met a large number of goals, an IEP meeting should be scheduled.

Any equipment, supplies, adaptations or assistive technology needed by the student in order to implement the goals and objectives should be listed.

Click on the icon "FIND" in the upper right side of the screen.

Decide what you want to search for. Click on then enter a key word into the area where that word might be found. As an example, if you were to search the student objective box::

-You may want to search by function such as shoe, alphabet, toilet etc.

-You may want to search by test name such as Vineland, Portage Guide or Brigance etc.

-You may want to search by Domain (subject area) Self Help Domain, Academic Domain etc.

-You may want to search by the California Standards and Alternate Curriculum Guide.

Scroll through the various objectives for the one that best describes your student's needs. It should be noted that the full statement is not necessary. The system will give any matches it finds. To reduce the unnecessary responses you may want to type a number 1 thru 5 into the level area. Modify the benchmarks, and statistics to reflect a more accurate picture. Change the words "THE STUDENT" to the name of your student, and any "his/him" to "her/hers" if necessary.

Once you select an idea statement, and you would like to use it to create a student objective, simply insert the Student Name into the places provided. If you do this step, then when you print the final copy, the student name will appear at the top of the page. You will also have a permanent record of the student objectives for future reference. This step is not necessary if you only intend to temporary use the idea statement.

Each idea statement is graded by functional level 1 thru 4. Level 1 is graded the most profound while Level 5 is the highest functioning student level. This is done in order that you could modify your search to find just the appropriate functional level your looking for. You can change these functional levels if for example, you changed the difficulty level of the objective.

This box can be used particularly if you don't put the student name on each objective you chose. Select and identify this and other objectives by entering the student number or any consistent number into the box.. When your ready search for all the objectives you have identified for that one student, click "Find" in the upper right side of the page, enter the key word and enter the find word on the left side of the page. Only those objectives you selected will appear. You can also creatively use this function by entering, for example, the year the objectives were written or code your most used or favorite objectives. 

Enter the student number, or your code into the "Select" box, then click on the find which appears in the left side of the page. All the objects you identified for that student will come up. Scroll through them by clicking the file card in the upper right side of the page to view each objective. To look at how the objectives would look as a final copy, click preview box.. 

If you are satisfied with the student objectives, you can print them just as you do on your particular system.

The first step in planning for a complete educational program is the determination of present levels of performance. They establish the basis for formulating annual goals and short term objectives.

Present levels of performance should be unique to each student. It is preferable to state levels in positive terms, but that does not mean that teachers should avoid identifying those behaviors which could be harmful to the students and to others. 

Any information you find within this function is solely for the purpose of example. It is of course impossible for me to describe your student current performance level. Within this area you should discuss your students present performance and needs. See a detailed example in the (Step by Step Guide).

Annual goals represent the anticipated achievement or progress to be made by the student during the school year. Use this function to discuss your long term goals for your students. Some times it may be worded similar to the objectives but without the measurable elements or benchmarks.

This function is where the most important information on the student IEP is entered. Short term objectives and benchmarks are instructional sequences needed to achieve their annual goal. They should contain the following components:

1. Observable Behavior - An action or act that can be observed

2. Conditions - Where and when behaviors can be observed

3. Criteria - The extent of achievement which is required of the student

4. Mastery - A level required before proceeding to the next objective (Benchmarks)

Assessment data is most often collected by teachers. This data can include frequency counts of behavior which occur throughout the school day. This data should be used to measure behaviors defined in the IEP. Data collected may include actual samples of the student's work. An example might be pictures drawn by the student. These samples might be collected periodically to illustrate progress.

If there is not enough current information available then an assessment must be done in that area. For a triennial, the psychologist will poll the staff, and oversee any standardized assessment necessary.

This area is where a code is entered describing the person who is responsible for insuring that the objectives are implemented. The code is as follows:

A. Special Education Teacher

B. Regional Education Teacher

C. Student

D. Parent

E. Speech/Language Specialist

F. Adaptive Physical Education Teacher

G. H..Other