Step 2: Creating an Inclusive IEP

Jacob, sitting in his wheelchair and looking towards his AAC device, telling his classmate, “I would choose the same as you” from a choice of four options. Jacob is wearing gray sweatpants and tee shirt, and a gray neck scarf with animations on it. He has short brown hair and glasses. His peer, standing next to him and looking at Jacob’s AAC screen, is wearing a gray tee shirt and an olive-colored mask, and has short black hair. There are other students in the background, also standing together talking.

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
Resources for Developing Strengths-Based PLAAFPs
  • 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.
Resources for Inclusive IEP Goals
Resources for Inclusive Service Delivery and LRE
Resources for Services in Alternative Learning Experiences (ALEs) and Online Settings
  • 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.
Resources for Inclusive SDI, RS, and SAS