Step 2: Creating an Inclusive IEP
After the IEP team has had collaborative conversations, they are prepared for Step 2 in the Comprehensive Inclusive Education process – creating an inclusive IEP that meets the state requirement in WAC 392-172A-03110 to consider the strengths of the student. To do this, the IEP team (which includes the parent):
- Considers the three major learning components that are part of learning for all students, and ensure they are represented in the IEP
- Develops a strength-based Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement
- Develops inclusive IEP goals that fit into the school day and beyond
- Determines service delivery in the student's least restrictive environment (LRE)
- Identifies needs for specially designed instruction (SDI), related services (RS), and supplementary aids and services (SAS)
- Engages in a team self-check to reflect on the IEP together and ensure it aligns with the family’s and student’s priorities
Read more about Step 2 in Comprehensive Inclusive Education in Washington (pp. 12-32)
Additional Resources for Creating an Inclusive IEP
- Downloadable Tools
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- For team discussions about the PLAAFP, use the tool “Guiding Questions for Writing a Strength-Based PLAAFP”
- For team discussions about a student’s LRE, use the tool “Guiding Questions for Inclusive Service Delivery”
- For team discussions about services, use the tool “Guiding Questions for SDI, RS, and SAS Determination”
- Resources for Developing Strengths-Based PLAAFPs
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- High-Quality PLAAFP Statements (IRIS Center)
This resource offers a detailed way to consider fundamental aspects of a high-quality PLAAFP statement. Definitions, legal considerations and examples are provided in various formats for a deeper dive into PLAAFP development. - TIP #6: Using the Least Dangerous Assumption in Educational Decisions (TIES Center)
This multimedia resource outlines ways to consider educational decisions using the Least Dangerous Assumption (LDA). LDA holds that in the absence of conclusive data, educational decisions should be based on assumptions that (if incorrect) will have the least dangerous effect on student outcomes and learning. This resource includes an example, implementation strategies and learning activities.
- High-Quality PLAAFP Statements (IRIS Center)
- Resources for Inclusive IEP Goals
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- Challenging, Ambitious, Measurable Annual Goals (IRIS Center)
This IRIS Center resource offers a detailed way to consider writing IEP goals that are SMART - Specific, Measureable, Actively Phrased, Realistic, and Time-limited. Definitions, legal considerations and examples are provided for a deeper dive into IEP goal development. - Questions and Answers (Q&A) on U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District Re-1 - Individuals with Disabilities Education Act (United States Department of Education)
This resource provides answers to the frequently asked questions related to the Endrew F. case, a unanimous U.S. Supreme Court decision that ruled that a school must offer a reasonably calculated IEP that enables a child to make progress. - Tips from the Special Education Division: Progress Reporting (OSPI)
This OSPI Tip sheet answers frequently asked questions, provides specific IEP goal examples, guidelines, and strategies related to IEP development and progress reporting within the state of Washington.
- Challenging, Ambitious, Measurable Annual Goals (IRIS Center)
- Resources for Inclusive Service Delivery and LRE
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- Extended Myths & Facts About Inclusionary Practices in Washington - Myth #6: Disability Category and Placement
A part of the Myths & Facts About Inclusionary Practices in Washington State, this myth dives deeper into student placement, providing strategies and resources to dispell the myth and support inclusive placement decisions. - Inclusive Service Delivery: A Proactive Model for Better Educating ALL Students (Vandercook et al., 2018)
This article provides an example of how a school can restructure the existing school personnel in ways that better support students learning in an inclusive setting. - Taking the Alternate Assessment Does NOT Mean Education in a Separate Setting! (Sabia & Thurlow, 2019)
This brief from the TIES Center discusses how students with extensive support needs are able to access the least restrictive environment, legal provisions regarding their placement and assessment decisions, and strategies for families to consider when advocating for their child. - Considerations in Placement Decisions for Students with Extensive Support Needs: An Analysis of LRE Statements (Kurth et al., 2019)
This research article details the findings from a study of 88 students’ IEPs to determine what factors were impacting placement decisions for students in general education settings.
- Extended Myths & Facts About Inclusionary Practices in Washington - Myth #6: Disability Category and Placement
- Resources for Services in Alternative Learning Experiences (ALEs) and Online Settings
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- Alternative Learning Experience Guide to Serving Students with Disabilities (OSPI)
This resource provides an overview of school district responsibilities to ensure that students with disabilities have an equal opportunity to participate in ALE courses, and that those students enrolled in ALE courses continue to receive a free appropriate public education (FAPE) per state and federal requirements. - Equity and Access Profile: ALE / Online Programs (OSPI)
This tool supports ALEs and online programs to reflect on policies and procedures that support access and equity for the inclusion of students with disabilities. This tool can also be helpful for collaboration between districts, ALE, and online programs to ensure access and equity for students receiving special education services. - ALE/Online Access District Special Education Self-Assessment (OSPI)
This resource includes FAPE and LRE components, ALE/online access considerations, and a self-rating scale. District teams can use this tool to develop action plans to improve access and participation for students receiving special education services.
- Alternative Learning Experience Guide to Serving Students with Disabilities (OSPI)
- Resources for Inclusive SDI, RS, and SAS
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- Extended Myths & Facts About Inclusionary Practices in Washington - Myth #2: Who Can Provide SDI?
A part of the Myths & Facts About Inclusionary Practices in Washington State, this myth explores and challenges the myth that only special educators can provide SDI. This resource provides strategies and resources to dispell the myth and support inclusive service delivery.. - Research Brief: Matching Interventions to Student Learning Stages (Hanover Research, 2020)
This resource provides information about the Instructional Hierarchy of 1) acquisition, 2) fluency, 3) generalization, and 4) adaptation learning stages for a new or targeted skill or concept. It shares key findings, strategies and a quick and actionable overview for teachers to consider incorporating into their instruction. - Misperceptions and Facts about Specially Designed Instruction (Bowman & Ghere, 2024)
This resource provides information dispelling the misperceptions related to who can provide SDI to students with autism and developmental disabilities. Information shared supports teams in gaining the knowledge and skills needed to implement SDI so that students can make progress in the general education curriculum. - The SETT Framework: A Model for Selection and Use of Assistive Technology Tools and More (Zabala, 2020)
This chapter describes the SETT framework in finer detail. The SETT is designed to assist teams in choosing assistive technology which fosters independence and educational success for students. Examples and explanations are provided. - Washington State Multilingual Learners: Policies & Practices Guide (OSPI)
This guide provides in depth, detailed information regarding the policies and practices for all district transitional bilingual instruction programs. This comprehensive information has been compiled over a number of years and with interest holder input.
- Extended Myths & Facts About Inclusionary Practices in Washington - Myth #2: Who Can Provide SDI?