VIDBE-Q Volume 69 Issue 4
(d) training, and (e) classroom implementation. In the following sections, I will
describe the type of information that should be included in each area of a written
implementation plan in more detail.
Student Information
First, fill out the Student Information section as specified on the form. In
particular, the team should clearly identify a target goal based on current
assessment data, educational expectations, or access needs. Goals can be pulled
from the IEP but can also be additional requests offered by the educational team to
promote success in the classroom. Baseline data or descriptions of student skills
help contextual progress monitoring in the classroom implementation section on
IEP goals involving AT and whether adjustments to the plan are necessary.
Implementation Team
To begin, fill in the names of the team members. Oftentimes, team members
will overlap with members of a student's IEP team. However, an implementation
team member does not necessarily need to be a part of the student's IEP team. The
TSVI, general education classroom teacher, special education teachers, parent,
student, and relevant related service personnel (i.e., speech language pathologist,
occupational/physical therapists, hearing specialist, and orientation and mobility
specialist) should all be considered or contacted to be a part of the implementation
team. Highlight the name of a team member to serve as the point of contact for the
