IUSD Special Education Department October 14, 2015.
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Transcript of IUSD Special Education Department October 14, 2015.
Demystifying the IEP Process
IUSD Special Education DepartmentOctober 14, 2015
Key: Understanding the process for your childPurpose:
Ensuring your child has access to a Free Appropriate Public Education (FAPE) and should consider your child’s strengths, parent’s concerns, assessment results and area(s) of need related to academic and developmental areas.
Remember the Big Picture◦ Assessment◦ Goals◦ Services and placement…in that order
Individual Education Plan “IEP”
Before the IEP Meeting…
Parent Tips to Prepare for the IEP
Things to think about …
Strengths, needs and interests as well as your goals about your child's education
Your child’s education process- What has
been working/not working?
Consider various ways to
involve your child in the IEP development process. This will develop
your child’s self-advocacy skills.
Questions and concerns with staff before the meeting thus giving
time for understanding and research.
Informing the Case Manager
if any additional
participants will be
attending the IEP meeting.
Before the IEP: Staff will be… Gathering input from General Education teachers
Reviewing informal/formal assessment
Reviewing student progress
Developing goals and objectives based on
unique needs
Gathering data from service providers
Gathering input from parent
The IEP Team will always include…
Share short term and long term visions for the student.
Open communication between all members of the IEP team.
It is OK to ask questions! Remember we are there for a common
purpose and this is a partnership.
During the IEP: Parent & Staff…
Introduction of team members/signatures of attendance
Review of Procedural Safeguards
Review assessments/progress
Review present levels
Proposing goals and objectives
Transition Plan (IEP before 16th birthday)
Discuss services and placement
Offer of FAPE
Components of the IEP Meeting…
Identifies area(s) of unique need(s)
Make a recommendation if a student is eligible
for special education based on the 13 types of
eligible disabilities defined by IDEA.
IEP team determines eligibility and if the student
requires special education placement and
services
Assessment Report
Strengths, weaknesses, abilities and
educational needs
Progress of previous year’s goals and
objectives
Establish baseline for proposed goals
Reference most recent assessment findings
Identify level of instruction or services
Present Levels
Measureable Annual Goals include specific
details of your child’s plan
Measurable Annual Goals include:
◦ Baseline data
◦ Benchmarks or short term objectives
◦ Person(s) responsible
Goals and Objectives
Accommodations vs. Modifications
•Changes on HOW the student is taught•Learning standards are not changed for the student but allow the student to participate in and demonstrate mastery of the general curriculum
•(Example: Extra time, preferred seating, etc.)
Accommodations:
•Changes in WHAT the student is taught•Intended to change the materials and/or the curriculum, making it more accessible and more academically appropriate for the student.
•(Example: Test written in lower level of understanding, alternative curriculum, modified or reduced of classwork, etc.)
Modifications:
Services and Placement
IEP determines level of services and setting
based upon student’s unique educational
needs and goals.
IDEA mandates that a child be placed in the
Least Restrictive Environment (LRE)
In general, to the maximum extent appropriate, children with disabilities are educated with children who are not disabled and removal of children with disabilities from the regular educational environment occurs only when the nature and severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Least Restrictive Environment (LRE)
Specially designed to meet unique needs of a
disabled student supported by such services
that are necessary to permit the student to
benefit from special instruction.
What is FAPE?
Parent consent
◦ Receipt of Procedural Safeguards◦ Eligibility◦ Goals and objectives◦ Services and placement◦ You will be provided a copy of the IEP document
At the End of Meeting…
School personnel will inform you about your child’s progress on a regular basis. If your child is not making adequate progress, the school will hold an IEP meeting to review the issues and consider changes that may be necessary.
You can request an IEP meeting at any time during the school year if you believe that it is necessary to change your child’s IEP. This will be scheduled within 30 days of the request.
After the meeting…..Parent
Inform parent of student’s progress on a
regular basis.
Schedule an IEP meeting If student is not
making adequate progress to review the
issues and consider changes that may be
necessary.
After the meeting: Staff will…
Thank you for Participating!