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An IEP for My Child

Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.

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INFORMING, EDUCATING, EMPOWERING FAMILIES
617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
An IEP for My Child
Parent Training and Information Center
The contents of this workshop were developed under a grant from the US Department of Education, #H328M140014. However, the contents
do not necessarily represent the policy of US Department of Education; you should not assume endorsement by the federal government.
© Federation for Children with Special Needs
2
Workshop Goals
At the end of this workshop you
should understand:
1. What an IEP is and why it is important
2. How is it developed
3. What information belongs in each
section of the IEP
4. What to do when you receive a
proposed IEP
© Federation for Children with Special Needs
3
Special Education Process
© Federation for Children with Special Needs
4
What is an IEP &
Why is it Important?
The Individualized Educational Plan (IEP) is a written
educational plan or program designed to ensure that
the unique individual needs of a school aged child with
a disability are addressed.
The IEP has 2 general purposes:
1. To set reasonable learning goals for the child;
2. To state the services that the school will provide for the
child
© Federation for Children with Special Needs
5
Who Develops the IEP?
1. Parents (through an interpreter, if needed)
Include child with a disability if over age 14 or
otherwise appropriate
2. Teachers
• Special Education
• General Education
Team as a whole develops the IEP:
3. District representative who has knowledge of district resources
[34 CFR 300.321]
4. Individual who can interpret instructional implications of
evaluation results
5. Others with knowledge and special expertise including related
service providers
© Federation for Children with Special Needs
6
What about the Team Meeting?
The IEP Team meets to discuss & develop the IEP:
• At least once a year (including for the 3 year re-evaluation), at a
time parents and school mutually agree 34 CFR 300.322(a)(2)
• Can be more frequent if needed for new information or changes
• Team members must attend unless parent/guardian agrees
• Parents can attend electronically (like Skype) 34 CFR 300.322(c)
• School must provide a qualified interpreter if needed
• Parents may bring anyone they want (let school know in advance)

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An IEP for My Child

  • 1. INFORMING, EDUCATING, EMPOWERING FAMILIES 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org An IEP for My Child Parent Training and Information Center The contents of this workshop were developed under a grant from the US Department of Education, #H328M140014. However, the contents do not necessarily represent the policy of US Department of Education; you should not assume endorsement by the federal government.
  • 2. © Federation for Children with Special Needs 2 Workshop Goals At the end of this workshop you should understand: 1. What an IEP is and why it is important 2. How is it developed 3. What information belongs in each section of the IEP 4. What to do when you receive a proposed IEP
  • 3. © Federation for Children with Special Needs 3 Special Education Process
  • 4. © Federation for Children with Special Needs 4 What is an IEP & Why is it Important? The Individualized Educational Plan (IEP) is a written educational plan or program designed to ensure that the unique individual needs of a school aged child with a disability are addressed. The IEP has 2 general purposes: 1. To set reasonable learning goals for the child; 2. To state the services that the school will provide for the child
  • 5. © Federation for Children with Special Needs 5 Who Develops the IEP? 1. Parents (through an interpreter, if needed) Include child with a disability if over age 14 or otherwise appropriate 2. Teachers • Special Education • General Education Team as a whole develops the IEP: 3. District representative who has knowledge of district resources [34 CFR 300.321] 4. Individual who can interpret instructional implications of evaluation results 5. Others with knowledge and special expertise including related service providers
  • 6. © Federation for Children with Special Needs 6 What about the Team Meeting? The IEP Team meets to discuss & develop the IEP: • At least once a year (including for the 3 year re-evaluation), at a time parents and school mutually agree 34 CFR 300.322(a)(2) • Can be more frequent if needed for new information or changes • Team members must attend unless parent/guardian agrees • Parents can attend electronically (like Skype) 34 CFR 300.322(c) • School must provide a qualified interpreter if needed • Parents may bring anyone they want (let school know in advance)
  • 7. © Federation for Children with Special Needs 7 IEPs are based on Appropriate Evaluations • Reports must be translated into parent’s native language • Parents can get reports 2 days before team meeting if they ask in writing • Team must consider all evaluations • Re-evaluations take place at least every 3 years but may be sooner if warranted TIP: When signing consent form to get your child tested, write your request for a copy of the report on the consent form Evaluations must include explicit recommendations to meet the student’s needs 603 CMR 28.04 (2)(C)
  • 8. © Federation for Children with Special Needs 8 Who Should Have an IEP? A child is entitled to an IEP if, due to a specific disability: 1. specially designed instruction is required for the child to make effective progress in the general curriculum, and/or 2. related services are needed to access the general curriculum - Autism - Developmental Delay (<9) - Intellectual Impairment - Sensory Impairment: Hearing/Vision/Deaf Blind - Neurological Impairment - Emotional Impairment Disability Categories: [603 CMR 28.02] - Communication Impairment - Physical Impairment - Health Impairment (includes ADHD, Tourette Syndrome) - Specific Learning Disability (Dyslexia)
  • 9. © Federation for Children with Special Needs 9 What is Included on the IEP? • Parent &/or Student Concerns & Vision • Student Strengths & Key Evaluation Results Summary • Vision Statement • Present Levels of Educational Performance A & B • Current Performance Levels/Measurable Annual Goals • Service Delivery (Grid) • Nonparticipation Justification • Schedule Modification • Transportation Services • State or District Wide Assessment • Additional Information • Response Section • Team Determination of Educational Placement Starting at age 14, TPF is used to draft IEP; it is not part of IEP
  • 10. © Federation for Children with Special Needs 10 IEP Page 1: Concerns Strengths & Vision Parent &/or Student Concerns Student Strengths & Key Evaluation Results IEP page 1 Vision Statement
  • 11. © Federation for Children with Special Needs 11 Parents should write down Concerns to be Include in IEP Parent Concerns is where parent informs school in writing of student’s challenges and parent’s perspective on whether student is making progress with the current services Parent’s written statement about how the child is doing from the parent’s perspective should be included, as written, in the IEP
  • 12. © Federation for Children with Special Needs 12 The Student’s Strengths & Evaluation Results What do they do well at home, at school in the community? What do they like to do? What were their evaluation results and MCAS scores? Were last year’s IEP goals met? IEP page 1
  • 13. © Federation for Children with Special Needs 13 What Goes in a Vision Statement? What do you envision for your child in the next 1 – 5 years? •For students 14+, include student’s interests and preferences (even if not realistic) •Vision can include: • Academics • Social/emotional • Extracurricular activities • Post-secondary education, living and working (ages 14+) Bring your written parent and/or student concerns and vision statements to team meeting to be included in the IEP IEP page 1
  • 14. © Federation for Children with Special Needs 14 Present Levels of Performance (PLEPS A & B) IEP Pages 2 & 3 Areas affected by disability How does the disability affect progress in these areas? IEP page 2 What accommodations are needed to make effective progress? Specially designed instruction/modification
  • 15. © Federation for Children with Special Needs 15 Closer Look at Top Half of PLEP A • Make sure that all areas in which student needs help are checked off • Teachers need to know how disability affects student’s progress • Language based learning disorders can affect all areas IEP pages 2 & 3
  • 16. © Federation for Children with Special Needs 16 Closer Look at Top Half of PLEP B Individualized Education Program IEP Dates:from to Student Name: DOB: ID#: Present Levels of Educational Performance B: Other Educational Needs Check all that apply. General Considerations Adapted physicaleducation Assistive tech devices/services Behavior Braille needs (blind/visually impaired) Communication (all students) Communication (deaf/hard of hearing students) Extra curriculumactivities Language needs (LEP students) Nonacademic activities Social/emotional needs Travel training Skill development related to vocational preparation or experience Other Age-Specific Considerations For children ages 3 to 5 — participation in appropriate activities For children ages 14+ (or younger if appropriate) — student’s course of study For children ages 16 (or younger if appropriate) to 22 — transition to post-schoolactivities including community experiences, employment objectives, other post schooladult living and, if appropriate, daily living skills How does the disability(ies) affect progressin the indicated area(s) of other educationalneeds?
  • 17. © Federation for Children with Special Needs 17 Closer Look at Bottom of PLEPs A & B If many accommodations are needed, a second page may be used Specially designed instruction IS special education IEP page 2 Accommodations should be implemented by all teachers and other staff as appropriate These should be done by a special education teacher
  • 18. © Federation for Children with Special Needs 18 What is an Accommodation? 1. Change within the learning environment 2. Allows access to the same information Extended testing time Preferred Seating (specify where) Digital Books Sensory breaks Reading/Writing Software Use of a graphic organizer AND MORE! [34 CFR 300.42] IEP pages 2 & 3
  • 19. © Federation for Children with Special Needs 19 What is Instructional Modification? Special Educator designs changes to: – Content – Methodology/Delivery of Instruction – Performance Criteria IEP page 2 & 3 Tip: If content is heavily modified, child may have difficulty passing MCAS or experience greater challenges accessing curriculum in higher grades
  • 20. © Federation for Children with Special Needs 20 Supplementary Aids & Services are included too! •regular education classes •other education-related settings •extracurricular and nonacademic settings to enable children with disabilities to be educated with nondisabled children to maximum extent appropriate Aids, services, and other supports such as OT, S/L, assistive technology, & many others are provided in: [34 CFR 300.42] IEP pages 2 & 3
  • 21. © Federation for Children with Special Needs 21 Current Performance Levels (CPL) How is this different from PLEP? CPL •Specific •Limited to goal area •Focused on skill building •Used to write a goal PLEP •General •Focused on progress in the general curriculum •Used to write accommodations and modifications IEP page 4
  • 22. © Federation for Children with Special Needs 22 Annual Goals are the Heart of IEP
  • 23. © Federation for Children with Special Needs 23 TARGET - Skill (or behavior) to be acquired CONDITION - Circumstances under which target skill is to occur CRITERIA - Acceptable level of performance What is a Measurable Annual Goal? Created collaboratively by MA DOE & IEP page 4 A goal must have an outcome that can be objectively measured. The measurement criteria must be described in the goal. You should be able to objectively determine how much progress has been made at any time.
  • 24. © Federation for Children with Special Needs 24 Anna’s Annual Reading Goal Specific, focused on skills and goal area This is what special educator will be working on during IEP year Benchmarks/objectives will measure child’s progress toward goal Area of need goes here. IEP page 4 Anna can identify all letters of the alphabet and their sounds. She is working on blending sounds… Anna will read and demonstrate comprehension of a level 3 book, with 80% accuracy. Reading1 - Anna will read aloud from a level 3 book at 80% accuracy - Anna will answer questions ...
  • 25. © Federation for Children with Special Needs 25 Anna WILL ACCURATELY READ AND DEMONSTRATE COMPREHENSION of a level 3 book, with 80% accuracy Remember there are 3 parts to a good goal: TARGET SKILL Condition Criteria Created collaboratively by MA DOE & IEP page 4 Anna’s Measurable Goal Anna’s Measurable Annual Goal:
  • 26. © Federation for Children with Special Needs 26 What Types of Goals? Created collaboratively by MA DOE & • Skills to access Academic Subjects • Social Emotional Learning (SEL) Social Emotional Learning is part of the curriculum • Life Skills • Transition Related - ages 14+ (includes independent living, vocational & more) • Related Services (Speech/OT/PT) Every goal must be supported by objectives or benchmarks
  • 27. © Federation for Children with Special Needs 27 Make sure student’s needs are addressed by Services The Service Delivery Grid
  • 28. © Federation for Children with Special Needs 28 Service Delivery Grid is Very important • How much time your child spends in special education • What kind of services they receive and to which goals they are tied • Whether service is in a general or special education classroom • What type of staff gives service • How often your child receives each service • When the services end IEP page 5 The “grid” tells you:
  • 29. © Federation for Children with Special Needs 29 Service Delivery Grid Consults are indirect services: a speech therapist who meets with a teacher about a child Services in “B” grid take place in a general education classroom: an occupational therapist working on hand writing during class Services listed in grid “C” take place outside of general education classroom
  • 30. © Federation for Children with Special Needs 30 Anna’s Service Delivery Grid x 1 Reading Reading Teacher 5 x 45 9.1.2017 6.30.2018
  • 31. © Federation for Children with Special Needs 31 Tying it Up Nonparticipation Justification Is the student removed from the general education classroom at any time? (Refer to IEP 5—Service Delivery, Section C.) No Yes If yes, why is removal considered critical to the student’s program? IDEA 2004 Regulation 20 U.S.C. §612 (a) (5).550: “... removal of children w ith disabilities fromthe regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary a ids and services cannot be achieved satisfactorily.” (Emphasis added.) Schedule Modification Shorter: Does this student require a shorter school day or shorter school year? No Yes — shorter day Yes — shorter year If yes, answer the questions below. Longer: Does this student require a longer school dayor a longer school year to prevent substantial loss of previously learned skills and / or substantial difficultyin relearning skills? No Yes — longer day Yes — longer year If yes, answer the questions below. How will the student’s schedule be modified? Why is this schedule modification being recommended? If a longer day or year is recommended, how will the school district coordinate services across program components? Transportation Services Does the student require transportation as a result of the disability(ies)? No Regular transportation will be provided in the same manner as it would be provided for students without disabilities. If the child is placed away from the local school, transportation will be provided. Yes Special transportation will be provided in the following manner: Nonparticipation Justification Is the student removed from the general education classroom at any time? (Refer to IEP 5—Service Delivery, Section C.) No Yes If yes, why is removal considered critical to the student’s program? IDEA 2004 Regulation 20 U.S.C. §612 (a) (5).550: “... removal of children w ith disabilities fromthe regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary a ids and services cannot be achieved satisfactorily.” (Emphasis added.) Schedule Modification Shorter: Does this student require a shorter school day or shorter school year? No Yes — shorter day Yes — shorter year If yes, answer the questions below. Longer: Does this student require a longer school dayor a longer school year to prevent substantial loss of previously learned skills and / or substantial difficultyin relearning skills? No Yes — longer day Yes — longer year If yes, answer the questions below. How will the student’s schedule be modified? Why is this schedule modification being recommended? If a longer day or year is recommended, how will the school district coordinate services across program components? Transportation Services Does the student require transportation as a result of the disability(ies)? No Regular transportation will be provided in the same manner as it would be provided for students without disabilities. If the child is placed away from the local school, transportation will be provided. Yes Special transportation will be provided in the following manner: on a regular transportation vehicle with the following modifications and/or specialized equipment and precautions: on a special transportation vehicle with the following modifications and/or specialized equipment and prec autions: IEP pages 6
  • 32. © Federation for Children with Special Needs 32 MCAS Participation
  • 33. © Federation for Children with Special Needs 33 Additional Information Individualized Education Program IEP Dates:from to Student Name: DOB: ID#: Additional Information Include the following transition information:the anticipated graduation date;a statementof interagencyresponsibilities or needed linkages;the discussion oftransfer ofrights at leastone year before age of majority; and a recommendation for Chapter 688 Referral. Documentefforts to obtain participation if a parentand if studentdid not attend meeting or provide i nput. Record other relevant IEP information notpreviouslystated.
  • 34. © Federation for Children with Special Needs 34 Parent Options / Responses Parents may:  Accept IEP – what is accepted goes into effect immediately  Reject IEP – new IEP does not go into effect but last accepted IEP remains in effect (“stay put)  Reject in part, Accept in part - can exercise “stay put” rights for rejected parts, meaning student stays in his or her last IEP program until IEP disputes are resolved  Accept or reject placement Parent comment section: • Not binding on school If you do not respond to an IEP in 30 days it is treated as rejected. New IEP services will not be implemented without your signature.
  • 35. © Federation for Children with Special Needs 35 Placement Consent Form is at the End for a Reason Out of general Ed 20% = Full Inclusion Out of general ed 21% - 60% = partial inclusion Other options include substantially separate classroom, separate day or residential school, home, institutional or hospital
  • 36. © Federation for Children with Special Needs 36 Least Restrictive Environment Least Restrictive Environment (LRE) means that a child should be educated: – In local school – With general education students – Learning same material as peers Removal from general education occurs only when nature or severity of disability is such that education in regular classes with use of supplementary aids and services cannot be achieved satisfactorily
  • 37. © Federation for Children with Special Needs 37 Transition Planning Form (TPF) • Anticipated Graduation Date • Post-Secondary Vision • Disability Related Needs • Action Plan • Feeds into IEP development of Vision and Goals TPF Required to be attached to every IEP by age 14
  • 38. © Federation for Children with Special Needs 38 Students 18 and Older At Team meeting before student’s 18th birthday, student needs to decide whether to: • Take control of decisions about his education, or • Give control of educational decisions to parent or guardian, or • Share decision making with parents or guardians Student signs and makes all decisions about IEP as of age 18, unless:  A court has appointed a guardian that has control over education or  Student has given control over education decisions to parents
  • 39. © Federation for Children with Special Needs 39 AFTER IEP IS ACCEPTED • Parents are entitled to progress reports as often as report cards are issued • Parents can ask for a Team meeting if they are concerned about child’s progress or to discuss other matters • Team must meet at least once a year to develop a new IEP • School must reevaluate students on IEPs at least every 3 years
  • 40. © Federation for Children with Special Needs 40 All Teachers and Service Providers Must: •Have access to IEP •Know their specific responsibilities to put IEP in action •Apply specific accommodations, modifications, and supports included in IEP [34 CFR 300.323]
  • 41. © Federation for Children with Special Needs 41 Procedural Safeguards Parents have due process rights under federal and state law, which include various options for Parents and School Districts to resolve their differences. Parent/Child Rights • Informed Consent • Right to Written Notice • Right to Consent/Reject • “Stay Put” rights • Timelines • Confidential Records • Classroom/Program Observation • Independent Evaluations • Interpreter (if needed) • Translated documents (if needed) Resolving Differences • Problem Resolution System (PRS) • Office of Civil Rights (OCR) • Mediation • Facilitated IEP Meeting • BSEA Hearing • BSEA Resolution Meeting
  • 42. © Federation for Children with Special Needs 42 IEP 2 & 3 Modifications Accommodations General Curriculum Areas Disability Affect Progress Present Level of Educational Performance Service Delivery Non-Participation Justification Schedule Modification Transportation Services IEP 5 & 6 Specific Goal Focus Current Performance Level Measurable Annual Goals Objectives/Benchmarks IEP 4 Parent Concerns Student Strengths Key Evaluation Results Summary Vision Statement IEP 1 State or District-Wide Assessment Additional Information IEP 7 & 8How It All Fits!
  • 43. © Federation for Children with Special Needs 43 Thank you for coming! Please help us by completing forms The Parent Training & Information Center is funded by a federal grant. The grant requires that we collect certain information from you in order to continue receiving the funding. Please complete the:  Demographic Data Collection Form and  Workshop Evaluation Form Kindly return the forms to the presenter before you leave today’s workshop.
  • 44. © Federation for Children with Special Needs 44 Learn More from the Federation! Our call center offers FREE INFORMATION on special education related issues: see intake form at www.fcsn.org/ptic or call 617-236-7210 Federation for Children with Special Needs www.fcsn.org Parent Training & Information Center www.fcsn.org/ptic/ We offer workshops on many subjects, including: FCSN Link Center (Transition) www.fcsn.org/linkcenter/ • Effective Communication • Intro. to Transition Planning • Creating a Post-Secondary Vision •Basic Rights •Turning 3 •Suspension & Discipline
  • 45. © Federation for Children with Special Needs 45 Additional Resources Writing Measurable IEP Goals and Objectives, by Barbara Bateman and Cynthia M. Herr Center for Parent Information and Resources: www.parentcenterhub.org/repository/iepgoals Ensuring Equity and Providing Behavioral Supports to Students with Disabilities, OSEP – US Dept. of Education, August 1, 2016 http://www2.ed.gov/policy/gen/guid/school- discipline/files/dcl-on-pbis-in-ieps--08-01-2016.pdf Federation for Children with Special Needs, www.fcsn.org Massachusetts Advocates for Children www.massadvocates.org Massachusetts Department of Education, www.doe.mass.edu