Iep basics final english slideshare

IEP BasicsThe Nuts and Bolts of anIndividualized Education Program.

Every student can learn, just not on the same day, or the same way. ~George Evans

Oregon Family Support Network

1. What is Special Education?

1. How does a student qualify for an Individualized Education Program (IEP)?

3. Who’s part of the IEP team?

4. The components of the IEP

5. Parent/guardian rights

Topics include:

What is Special Education??



Federal:Individuals with Disabilities Education

Act (IDEA)

US Dept. of Ed:

Regulations

State: OR Revised

Statutes

OR Administrative

Rules (OARs)

School District PolicyIt’s the

Law

Purpose of the IDEA:“…to ensure that all children with

disabilities have available to them a free, appropriate public

education…designed to meet their unique needs…

AND to ensure that the rights of children…and parents of such children

are protected…”


In other words…the school district must

provide a FAPE for your child


Free – At no cost to the parents

Appropriate – (Appropriate does not mean “best”)

Public - Provided by the public school district

Education - Based on the unique needs of the child


How does the school district ensure they’re

providing a FAPE for your child?

By developing an Individualized Education Program (IEP)


So What is an IEP?

Let’s start by looking at eligibility…


Individualized Education Program (IEP): Who Qualifies?

Children and youth, birth through 21, may be eligible in Oregon under 11 qualifying disability categories:

• Intellectual Disability

• Deaf/Blindness

• Vision Impairment

• Emotional Disturbance

• Orthopedic Impairment

• Communication Disorder

• Autism Spectrum Disorder

• Traumatic Brain Injury

• Specific Learning Disability

• Other Health Impairment

• Hearing Impairment


A child must meet the minimum educational criteria for one of the categories

ANDIt must be determined that the child’s disability

has an adverse impact on the child’s educational performance (including functional

performance) to the extent that they need special education services.


IEP Eligibility Process

Referral by parent or

school

Initial Screening & meeting to

discuss evaluations

Full comprehensive

Evaluationand

EligibilityMeeting

Meeting to develop the

IEP


What’s up with all these

meetings? Who are

these people?


TEAM

Parent

Child

General Ed

Teacher*

District Rep

Special Ed

Teacher

Assess-ment

Person

Special Expertise

People

Transition Person

The

IEP Team


Required*if the student is or may be in the regular

education environment

Required (if evaluations

are done)

Invited (not required)

IEP team members can wear different “hats”.

Example: A school psychologist could also serve as the “District Representative”


The District Representative is someone who is:

1. Knowledgeable about the general education curriculum

2. Knowledgeable about district resources, AND

3. Authorized to commit district resources and ensure that services set out in the IEP will be provided.


Even though some team members may have more than one role (i.e. wear more than one “hat”), the IEP team should include at least

3-4 people (including the parent).


At the meeting remember these Golden Rules:


Listen more than you talk

Ask questions to clarify the other side’s position

Treat other people with respect

Work toward interests

Get it in writing

Avoid the Deadly Sins


Blaming and shaming

Criticizing or finding fault

Sarcasm, scorn and ridicule

Judging, patronizing and bullying

The Individualized Education Program (IEP)Oregon Family Support Network

A Closer Look

The IEP is Both a Document and a

Process


IEP Creation

Implementation

Evaluation

Required IEP Content

• Present Levels

• Annual Goals & Objectives

• Measuring Progress

• Specialized Instruction

• Related Services

• Accommodations and Modifications

• Dates and Places

• Supports for School Personnel

• Participation With Non-disabled Children

• Extended School Year

• Transition Services, Age 16

• Age of Majority

• State and District-wide Assessments

• Placement (LRE)Oregon Family Support Network

Communication

Needs

Special Factors…What are the Student’s:

Assistive

Technology

Needs

Positive Behavior Strategies and Interventions – for

children with behaviors that interfere with learning

Language Needs

(limited English

proficiency)

Special Factors could also include:

Needs

related to

Vision

Impairments

Needs related to hearing

impairments

The Heart of the IEP


The Present Levels of Academic Achievement and Functional Performance

Leads to: Specialized Instruction Related Services Annual Goals Placement

The Present Levels Should:


Reflect the evaluation results

State strengths as well as problems and needs

Include information about the child and how he or she

learns

Be objective and measurable

Address all areas of need, even if not typical for the disability

Use language that is easily understood by all Team members

The Present Levels Describe:


Where the child is right now: including strengths

How the disability affects participation and progress in the general curriculum

The academic, developmental and functional needs of the child

The Present Levels Include:

The Concerns of the Parent!


The present level of academic

achievement & functional

performancesets the stage

for developing IEP goals!


Remember…

Annual Goals: Identify an area of focus (from Present Level statement)


ASK: Is it measurable ?

how will you know when it is mastered?

Do I understand it?

Is it reasonable?

In other words…Is it SMART?


Annual Goals:


Should be tied to general curriculum

Annual Goals Must Be:


Based on the student’s assessed needs and;

Must be individualizedto the student.

Annual Goals:


Must be changed if the student is

not learning.

Measuring Progress


Goal One

Goal Two

How will progress toward the annual goal be measured

(criteria, evaluation)?

How will parents be regularly informed of progress (e.g.

written report)?

Measuring Progress


Goal One

Goal Two

When will parents be provided a

progress report (e.g. “quarterly”)?

Special Education Services


Specially Designed Instruction

Related Services

Accommodations and Modifications

Supports to School Personnel

Specially Designed Instruction:

“Is changing the content, methodology or delivery of instruction based on the individual student’s

needs”.

SDI may include: reading, writing, math, behavior, transition, social/emotional, and speech/language


Related Services:

Includes services to assist a child with a disability to benefit from special education.

Example: transportation, physical & occupational therapy (PT & OT), speech language pathology

(SLP) audiology services, etc.


Participation With Non-disabled Peers


Lists the extent to which the child will not participate with non-disabled peers, and explains why.

Including:

Extracurricular activities.

Non-academic activities.

Extended School Year


ESY services must be

provided if the IEP team

determines that these

services are necessary for

the student to receive a free

appropriate public

education.

ESY is NOT the same as

summer school!



IEP teams must consider regression(loss of skills) and recoupment (how fast skills are regained)

IEP teams may consider other factors

ESY is only for maintenance of skills



Regression: a significant loss of skills or behavior in any area specified on the IEP as a result of interruption of school services (i.e. a long break).

Recoupment: Recovery of skills or behavior specified on the IEP to a level demonstrated before the interruption of services.

For Transition Age Students (16+)


The Transition IEP Includes:


Post-secondary goals, Course of Study, and PINS (Preferences, Interests, Needs, Strengths).

Annual Transition goals based on the Post-secondary goals

Information on the Diploma track Notice of Transfer of Rights (at

least one year before student turns 18) and AGE OF MAJORITY

Placement:


Is determined AFTER the IEP is Developed and DRIVEN by the IEP

Considers the regular Ed classroom, in the neighborhood school first

Placement:


Districts should offer a continuum of placement options

Is made in the Least Restrictive Environment for the child

Continuum of Placement Options could be:


General Ed. Class with Resource pull-outs (40% of school day or less)

General Education Class with In-class Supports

Special School

General Education classroom (Least Restrictive)

Self-contained classroom

Residential/ day treatment

Home Placement(Most Restrictive)

Least Restrictive Environment


Placement decisions include:

The academic benefits to the child (in a regular-ed classroom).

The non-academic benefits (social, positive peer modeling, etc.)

Least Restrictive Environment


The effect on the teacher and on other students’ education

The cost, including supplementary aids and services

Planning & Preparing

for theIEP

meeting

Review Written Information


Review school work; notes from teacher;

personal observations

Get and/or review copies of your child’s

educational and medical records

Write down obstacles that may have gotten

in the way of your child’s academic or

social needs.

REVIEW YOUR CHILD’S CURRENT IEP!


Parent ConsiderationsWhat are your ideas about your child’s:


Strengths and Needs

Motivation: what works? What doesn’t?

Specialized instruction and related services you believe are

necessary

Specific skills and concepts you want your child to learn

Think about:


What major things would you like your child to accomplish

this year?

Think about and list expectations on:


Progress reports – in what form and how often?

Home/school communication

Think about and list expectations:


What accommodations and modifications work

for your child?

State and district-wide assessments

Accommodations:


An accommodation allows a student to complete the same homework, test, (etc.) as other students, but with a change in presentation, response, setting, timing or scheduling.

Accommodations do not change the learning expectations for the student.

Modifications:


A modification is an adjustment to an assignment or test that changes the standard of what the student is supposed to learn and what the assignment or test is supposed to measure.

Example: a student receiving an alternate assignment that is more easily achievable then the original assignment.

Document, Document, Document!


Keep a file or binder on your

child

Document important

communications

Document, Document, Document!


If it’s not written down it never happened or it wasn’t said.

Written documentation is less likely to be misunderstood or

forgotten.

Parents Have the Right To:

Have IEP meetings scheduled at a mutually convenient time &

place

Invite a friend, professional or an

advocate

Be notified in writing before the IEP meeting



Have your child attend the meeting (when appropriate)

Help develop your child’s IEP

Request an IEP meeting at anytime (District can refuse

request)



Have a copy of your procedural safeguards

Put it in writing & have it put in writing (prior written notice)

Receive a copy of the IEP

Document your disagreement


Prior Written Notice:

School districts must provide certain information to parents in writing whenever it proposes or refuses actions that will affect

special education services.

Including: proposals to initiate or change the identification,

evaluation, placement or the provision of a FAPE (free,

appropriate, public education).


The IEP is not Etched in Stone

A meeting can be called by any team member to make changes to the IEP whenever there is a need


OFSN Statewide Office:

1300 Broadway St. NE, Suite 403Training dept. Suite 102Salem, OR 97301

503-363-8068 – Phone503-390-3161 – FAX

Twitter: @OregonFSNwww.ofsn.org

OFSN’s Statewide Training Program:

Tammi Paul, Training [email protected]

Victoria Haight, Training & Curriculum Coach [email protected]

Shawna Canaga, Statewide [email protected]

Lane Imbler-Bremner, Administrative [email protected]

Shannon Boyette, Peer Coach & TA [email protected]
