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IEP COMPLIANCE Presenter: Chrissy Dement Fall 2009.

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Presentation on theme: "IEP COMPLIANCE Presenter: Chrissy Dement Fall 2009."— Presentation transcript:

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2 IEP COMPLIANCE Presenter: Chrissy Dement Fall 2009

3 Why am I here?  Review, help, and remind teachers on: How to develop an IEP that is in compliance Special Education rules, terminology, and purpose How to access available resources on developing IEPs  Support for teachers and ISCs regarding IEP Compliance  Determine areas of needs, issues, and concerns from a teacher level

4 Standards for Special Education  IDEA 2004  State Special Education Rules 2007   21 sections total for special education  IEP section Special Education Website State IEP implementation manual

5  What is the law that was passed for students with disabilities? When was it reauthorized? When were our state rules released with the reauthorization? How many sections are in the special ed section?  What resources are currently available for you on IEP compliance? Where can you access these?  What is the purpose of special education?  How is special education defined in the law and what does it really mean?  Describe the purpose and importance of the IEP.  Why are FAPE and LRE important in special education?  List the components of an IEP.  Describe the three main areas of on IEP that should connect and flow together?  How do you develop an appropriate present levels?  How do you develop appropriate goals?  How do you develop appropriate services?  How do you know whether to check yes or no on special factors questions and what comments do you include?  Why are regular education teachers important in development of an IEP?  Describe all the different services and supports on an IEP.  How should an appropriate IEP be developed?

6 Resources for Teachers Resources on Coweta Special Ed Website:  IEP Power Point Presentation  Sheila Sample IEP  IEP Implementation Manual through the DOE  GA State Rules Elluminate Presentations from DOE

7 Using Resources Today’s training  IEP compliance using hard copy of IEP  Reviewing information from last year’s training  Clarification on certain areas IEP Compliance PPT from last year (updating)  Goes through IEP in Clarity  How to answer through clarity  Has examples included!!! DOE resources  Many PPTs on IEP compliance, IEP meetings, and examples  Please review and use as needed

8 Purpose of Special Education? Special education and related services Designed to meet unique needs Prepare SWD for further: Education Employment Independent living What are special education rules designed to do? SWD receive FAPE through:

9 What are special education services? 1. Specially designed instruction 2. Instruction that can take place: 1. In class, home, hospitals and institutions, and in other settings 2. in physical education, speech, travel training, and vocational training What is specially designed instruction?  Individualization of instruction  Adapting the content, methodology, or delivery of instruction  Why? To address unique needs of student and access to the general curriculum What is our specially designed instruction?  Our special ed services and supports

10 Importance of IEP A written statement for a child with a disability that is developed, reviewed, and revised in accordance with IDEA The IEP serves as the framework for determining what is meant by the term “free, appropriate public education” (FAPE) in the least restrictive environment (LRE) that is so frequently referred to in IDEA. IEPs must be developed and reviewed annually and must be in effect at the beginning of each school year.

11 FAPE  Free appropriate public education  Conformity with the IEP  Meet IDEA 2004 Progress –  Must be appropriate to make educational progress  Not a guarantee of achievement of: IEP goals Promotion, passing grades, or graduation Appropriate does not mean the best  appropriate is the minimal standard needed for the student to make educational progress Who is entitled to FAPE?

12 LRE Least Restrictive Environment State rules state:  Special classes, separate schooling or other removal of SWD from the regular class environment shall occur only: when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily Nationwide LRE goal How does LRE affect our school? Test data results

13 Components of the IEP 1. Present levels of Academic Achievement and Functional Performance – PLP - Transition plan 2. Special Factors - BIP, DOR, ESY, etc. 3. Goals and Objectives 4. Services and Supports - Statewide Testing Accommodations 5. Placement Considerations 6. Parent Contacts 7. Participants

14 *Main 3 areas that connect in an IEP* Academic Needs Functional Needs Based on data Baseline Needs drive Goals Present Levels Goal for every need Measurable, realistic Make progress Annual Goals Progress toward goal Progress in general curriculum Educated with non-disabled students Services and Supports

15 Standards Based IEPs Based on standards  Not restating the standard  Where is the student in relation to the standard  Address needs – specific skills related to the standard Separate class (resource)  teaching the standards unless it is a support class and not in place of the regular class Co-teach, collab, supported instruction  must know the student’s goals and accommodations and using this time to help the student in progressing towards their goals, implementing accommodations, supplementary aids and services

16 Areas of Clarification Present levels  what to write  can it be bullets, etc Goals  annual – for one year not short term objectives, can have objectives if needed Special Factors  Comments for questions marked “yes”  AT and ESY clarifications Services and Support  Instructional Accommodations vs Supplementary Aids and Services  Classroom testing accommodations and instructional accommodations

17 “The Big Picture” Point of IEPs - Using the IEP to really address the student’s needs and academic achievement towards standards and not just paperwork that has to be completed Rules - Understanding the reasons and rules behind special education and IEPs Connections - Making the appropriate connections between the present levels, goals, and services. Goals and Services - Justification for your goals and services and supports (accommodations) Present Levels - Writing appropriate present levels to drive the remainder of the IEP Specific areas - Writing appropriate statements in needed areas such as special factors page i.e. AT, ESY, options page, etc

18 What should the IEP team do? What is in the IEP? Who should write and be involved in the IEP? Where do you obtain necessary information for the IEP? How do teachers make changes/Addendums to IEPs and who can make the decision to make a change?

19 Where to start in the IEP meeting Present Levels  specifically testing data and results informal, formal, and standardized testing Review the data and results Review data from last IEP’s goals  do the goals need to continue but with new mastery level, has the goal been achieved, are there new needs and new goals, etc. Use the data and results (includes classroom/teacher input/data)  in preparing the remainder of the present levels Regular Education Teacher is important  student’s regular education teacher’s input on all parts of the IEP  Specifically on present levels to help determine needs, skill deficits in relation to standards, etc

20 IEP Cover Sheet Provided as a summary sheet for teachers, administrators, central office, state reporting purposes, etc. Verify student and school information Verify eligibility information and dates Includes a summary of:  Student’s information  Disability area and due dates  Services and supports to be provided to the student (from the services page and questions)

21 1. Present Levels Rule - Statement of the student’s present levels of academic achievement and functional performance including how the disability affects the child’s involvement and progress in the general education curriculum Purpose of Present Levels: Establish current levels, current needs, and impact of the disability The current needs drive the goals and services PLP should serve as the baselines against which progress can be measured To develop Present Levels - Review student’s progress and data from: previous goals and objectives from assessments from the classroom Consider parent input and concerns ***IEPs, specifically PLPs, are often vague, unfocused, not individualized, and inconsistent

22 Parts of Present Levels  Test results – are the current test results entered –  CRCT/ITBS/GAA/EOCT/GHSGT scores  what were the scores, did they pass, strengths and weaknesses per the subsets of the test  Not just a list of tests and score results. This area can be descriptive if needed.  Part A – Transition Plan  Part B – Description of academic, developmental and/or functional strengths  Part C - Description of academic, developmental, or functional needs  The needs described here are based on deficits the child has as a result their disability  Needs should be specific and based on data from : previous goals and objectives, assessments, and the classroom  Each need mentioned here must have a corresponding goal  Part D - Parent concerns  Are parent concerns listed and addressed  Part E - Impact of the disability on involvement and progress in the general education curriculum  This section should list specific characteristics of the disability and impact on the curriculum  This section should describe how the student’s disability affects their ability: to progress towards grade level standards to be involved in grade level standards

23 Main Points on Present Levels Present Levels  Test Results Remember not to just list scores Describe how the student did in these test areas so that the parent and anyone else reading the IEP could understand the information. Include subsets weaknesses and strength areas Test results should be used in needs section as well. If student did not pass math CRCT then the specific weakness of the test should be addressed as needs  Part A – Transition Plan training through transition coordinator Complete at end of 8 th grade or before student turns 16 whichever comes first  Part B – Description of Strengths Include the student’s strengths

24 Present Levels continued….  Part C – description of needs Should be concise and specific Use last IEP’s goals and objectives – data from notebooks Establishes current levels or baseline data to develop goals Every need requires a goal Find the medium between writing too much and not enough If bullet you must include more information than just reading comprehension – give specifics about the needs in reading comprehension – enough so that a goal can be written What are the student’s academic needs in relation to the standards – think about what specific skills or pre-requisites are needed towards the standard the student is struggling with and address in present level to build for a goal  Knowing adding, subtracting, multiplication, division, or integers is necessary to be able to solve equations – specific skill related to a standard

25 Present levels continued….  Part D – Parent concerns Include all parent concerns and how they were addressed by the IEP committee Must include input even if parent didn’t attend the meeting If you don’t have any input, contact parent to gather their concerns and address per the IEP team  Part E - Impact of the disability This is not the section that needs should be established to match goals Impact of the disability is described here and as a result needs are established and discussed in part C. Student’s disability should adversely affect the student’s educational performance to the degree that the student requires specialized instruction – this should be evident here

26 If you have a disability, do you automatically need and receive special education and an IEP? No Eligibility for special education in most areas states that  the student’s disability adversely affects the student’s educational performance to the degree that the student requires specialized instruction ( )

27 Why are regular education teachers and their input important in developing IEPs? GPS Different domains Specific skills needed Direct knowledge

28 2. Consideration of Special Factors Rule: In developing each child’s IEP, the IEP Team must consider special factors. The IEP team must….consider behavior, language, vision, communication, AT, ESY, and alternative format for instructional materials Purpose: to provide FAPE How to Develop: Consider each special factor for the student. If needs are determined in any of these areas, the IEP must include a description of the supports and/or services that will be provided to the child. See next slide for specifics on each area. State Rules and.02-4 to.02-7

29 Special Factors Comment required - You must include a comment for questions below if marked yes  B – limited English – check yes only if served ESOL too – indicate this in comments section  C – Blind/visual impaired  D - communication  E – deaf/hard of hearing  K - AT – must include comment if yes or no and must complete AT consideration form Write in comments section the following statement: “For questions (list the letter of the questions marked yes), needs have been addressed through the present levels, goals, and/or services refer to these pages” Example – For questions D and K, needs have been addressed through the present levels, goals, and/or services – refer to these pages.

30 Special Factors continued… Comments NOT required – The following questions DO NOT require a comment:  A - Behavior - must have FBA and BIP  F - Reevaluation - if yes, must have determination of reevaluation form completed  G - Transportation – if yes, must complete transportation form  H - Instructional Materials - if alternate format is selected - add the format to the student’s instructional accommodations  I and J - ESY– if student needs ESY - must complete ESY considerations form

31 Special Factors Questions A. Behavior - If checked yes, a BIP and behavior goals must be included in the IEP. A Functional Behavior Assessment must be completed and attached to the final IEP. B. Language - By checking yes, you are indicating that the student is served or tracked in the ESOL program. Indicate this in the comments section and that needs are being addressed through the goals, services, and supports. C. Blind/visually impaired - Do not check yes unless student has VI or Blind eligibility. (This does not apply to students who wear glasses or have other mild visual impairments.) – If yes, in comments section indicate that needs are being addressed through the goals, services, and supports. D. Communication - If checked yes, you must address the communication needs in present levels, goals, and services. In comments section, indicate that needs are being addressed through the goals, services, and supports.

32 Special Factors (cont.) E. Deaf/Hard of Hearing - Do not check yes unless the student has Hearing Impaired or Deaf eligibility. In comments section, indicate that needs are being addressed through the goals, services, and supports. F. Eligibility due - If either the primary or secondary eligibility will be due in the next 12 months, address both areas to align dates. G. Transportation - Use Special Transportation Consideration Form for decision making. This should be considered carefully. H. Instructional materials - If answered yes, you will be prompted to answer Question 19 and select the format the student needs. The choices include Braille, large print, electronic text and books on tape. The materials should also be listed in instructional accommodations.

33 I. ESY considered - Always check yes since this must be considered annually. J. ESY needed - If answered yes, you will be prompted to the ESY services/goals pages. Consider carefully. Use the ESY Consideration Form for guidance in decision making. K. Does the student need AT devices or services? You must use the AT consideration form. AT form will help in determining if AT is needed. In comments section indicate needs are being addressed through the present level, goals, and/or services. Remember - If the student is using assistive technology/tool that can be considered AT – check yes! Indicate the AT used in the supplementary aids and services **Remember: Obtain input from central office prior to making a final recommendation concerning letters G and J above. Special Factors (cont.)

34 Assistive Technology Definition: Assisted technology device is an means of any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve the FUNCTIONAL capabilities of a SWD. Does not include a medical device that is surgically implanted or the replacement of that device ( ) Definition: Assistive technology service means any service that directly assists a SWD in the selection, acquisition, or use of an assistive technology device. Goals - AT should be addressed in the goals of the student - if the student needs the AT then it should be a goal since needs are addressed through goals Services - it must be listed in the services in supports because the AT is necessary to help the student progress towards that goal.

35 What is AT? AT is to address functional capabilities and allow participation in academic and functional activities and can range from the following but it not limited to: academic and learning aids such as calculators, spell checkers, word processors, computer software, etc aids for daily living - self help aids for use in activities in eating, bathing, cooking, toileting, etc listening devices and environmental aids - amplification devices, closed captioning systems, environmental alert systems for deaf or hard of hearing, etc argumentative communication computer access and instruction - modified keyboards, switches, special software, etc environmental control - adapted appliances, environmental control unites, switches, etc mobility aids - wheelchairs, walkers, scooters pre vocational and vocation aids - picture based task analysis sheets, adapted knobs, adapted timers, watches recreation and leisure aids - switch adapted toys, software seating and positioning - adaptive seating systems and positioning devices to enhance participation and access to the curriculum visual aids - magnifiers, talking calculators, Braille writers, adapted tape players, screen reading software, Braille note taking devices

36 3. Annual Goals & Short-term Objectives  Rule : A statement of measurable annual goals, including academic and functional goals designed to:  Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum and;  Meet each of the child’s other educational needs that result from the child’s disability  Purpose of goals:  Address needs as result of disability  To enable progress and involvement in the standards  Progress towards goals:  Not making progress – IEP meeting should be held  How to develop goals –  Based on needs in PLP  Goals should be measurable  Goals should be ambitious, but realistic  Do not list grade level standards  Goals should be for entire year not an objective  Every need (academic or functional) described in PLP must have a corresponding goal

37 Measurable Goals: Goals should be able to answer these questions: Who… will achieve What…. Skill or behavior How…in what manner or at what level? Where…in what setting or under what conditions When…by what time? An ending date

38 Parts on Annual Goals Goals should be directly related to the needs defined in the PLP Indicate the goal - use PLP to help write and should be measurable and for the entire year Mastery Criteria – The level you would like the student to reach by the end of this IEP Evaluation method – should be specific – how is the teacher going to measure whether or not the student has met criteria for mastery of the goal? EX - Dolch List, reading passage at 4 th grade level, data collection sheet for frequency, intensity, duration, 20 grade level math problems, etc. Current level – student’s current level of functioning for this skill should be entered here derived from the PLP Current level and mastery criteria level should be reasonable and attainable within one year Progress Monitoring Notebooks

39 4. Services and Supports Rule: Statement of the special ed and related services, supplementary aids and services, and a statement of the program modifications or supports for school personnel that will be provided to enable the child  in advancing toward attaining annual goals  Be involved and make progress in the general curriculum  Be educated and participate with other non-disabled students Purpose of Services and Supports: To enable the student to progress towards their annual goals and be involved and make progress in the regular education class and curriculum To Develop Services and Supports: The IEP team should refer to the student’s goals and consider what level of service and supports are necessary to:  Assist the student toward the attaining the goals  Be involved in regular ed class and standards

40 Types of Services and Supports on IEP 1. Special ed services 2. Related services 3. Instructional accommodations 4. Classroom testing accommodations 5. Supplementary aids and services 6. Supports for personnel 7. Statewide Testing Accommodations

41 Services and Supports  Services and supports should be justified by the needs in PLP and the goals  Remember LRE – continuum from least restrictive to most restrictive  Separate class is more restrictive than Co-teach  Co-teach is more restrictive than collab  Collab is more restrictive than supported instruction

42 A. Special Education Services Inside General Education Classroom or Outside General Education Classroom  Supportive Services – para, interpreter, job coach  Consultative – one segment per month – sped teacher  Collaborative – sped teacher – less than full segment daily  Co-teaching – sped teacher – full segment daily  Separate Class – resource, self contained  Separate School  Home Instruction  Residential  Hospital/Homebound

43 B. Related Services Physical Therapy Occupational Therapy Transportation Audiological services Psychological services Social Work services Counseling services Orientation and mobility services Interpreting services School nurse or other medical services Parent training Etc.

44 What are related services? Related services are services required to assist a SWD to benefit from and access educational services Related services means developmental, corrective, and other supportive services but it is not limited to the items listed on the previous slide.

45 C. Instructional Accommodations Changes to:  How instruction is provided – listens to portions of text rather than read, guided notes, specific grouping, etc  How student responds – answer questions orally or with computer keyboard rather than writing  How student participates in assignments – sign language interpreter, choices, FM systems, etc  How materials are used – large print, etc. What accommodations are necessary to:  Help the student progress towards their goals to Be involved and participate in the general curriculum

46 D. Classroom Testing Accommodations Individualized Determined by subject area Be specific as possible Testing accommodations should be justified by the needs and goals of the student Do not give testing accommodations to make the test easier

47 E. Supplementary aids and services Aids, services, or other supports that are provided in:  Regular education classes  Other education-related settings  Extracurricular and nonacademic settings Why are they provided  To enable SWD to be educated with nondisabled children to maximum extent appropriate

48 Definitions: Accommodation and Supplementary Aids and Services Accommodation Definition: Changes in instruction that enable children to demonstrate their abilities in the classroom or assessment/test setting. Accommodations are designed to provide equity, not advantage, for SWD. Accommodations include assistive technology as well as alterations to presentation, response, scheduling, or settings. When used appropriately, they reduce or even eliminate the effects of a child’s disability; but do not reduce or lower the standards or expectations for content. Supplementary aids and services – Aids, services, and other supports that are provided in regular education classes, other education related settings, and in extracurricular and nonacademic settings, to enable SWD to be educated with nondisabled children to the maximum extent appropriate in accordance with the requirements for FAPE.

49 Difference between Instructional Accommodations and Supplementary Aids and Services? Instructional accommodations are accommodations that are provided to adapt the content, methodology, or delivery of instruction.  Think of these as instructional/classroom related.  How does the student need the presentation, response, scheduling, or settings of instruction or instructional materials adapted in relation to the effects of the disability.  How does the student need the classroom adapted to accommodate for the effects of the disability.  Services and supports are provided to enable the student to progress towards their goals and be involved in general classroom and standards Supplementary aids and services are the aids or services or supports that are necessary for a student to be involved in general education settings, other education settings, non-academic settings, and extra-curricular activities that may not relate directly to instructional needs  Think about what other aids, supports, or services are necessary based on student’s needs that are were not directly related to instruction and were not addressed in instructional accommodations  AT Items should be listed here  Examples: Behavior point sheets, assigned seating, prompts, redirection, re-teaching and pre-teaching, peer helper, etc.

50 F. Supports for school personnel Training or support for system staff regarding specific student’s need  Ex – training on assistive technology device, workshop on content area or disability area, etc.

51 G. Statewide Testing Accommodations Must be on approved list from DOE If not on list, must work through testing coordinator and DOE for approval Must be listed on the classroom testing accommodations Must be individualized, determined by subject area, and specific as possible!

52 5. Options Considered and Placement Considerations and Minutes Rule: An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the nonacademic and extracurricular activities Purpose: to justify why a SWD is being removed from the general education setting. Special ed rules clearly indicate removal of SWD from the regular class environment shall occur only: when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily How to develop: See next slide

53 Options Considered continued… How to develop: Check all options considered and accepted  Remember that options considered should follow the continuum of services from least restrictive to the most restrictive  You should NOT skip services along the continuum Academic area - Indicate next to each option the specific academic area that the student will receive this particular service such as math, English, science, literature, reading, etc.

54 Continuum of Services Consultative Supportive – in general ed Collaborative Co-Teach Supportive Services – outside general ed Separate Class Home Instruction Hospital/Homebound Separate School Residential

55 Placement Considerations and Minutes continued… How to develop: Option 1 – student will participate full-time with non- disabled peers in regular education classes, etc.  If all services are in the general ed setting – check this option and no further explanation is necessary Option 2 – student will NOT participate full time with non-disabled peers in regular education classes, etc  If all services are not in general education such as the student has separate class selected then check this option  include when and why the student will not participate in the general education environment

56 Placement Considerations and Minutes continued… Long minutes are NOT required, however, if long minutes are being taken, please  Retype the minutes into this section or  Scan the minutes and attach as a document to the service plan in Clarity. If you decide to scan and attach the minutes, in this section please indicate that you did so.

57 6. Parent Contacts Rule: Each LEA shall take steps to ensure that one or both of the parents of a SWD are present at each IEP team meeting or are afforded the opportunity to participate including notifying parents of the meeting early enough to ensure that they will have an opportunity to attend, scheduling the meeting at a mutually agreed upon time and place.  A meeting may be conducted without the parents in attendance if the school is unable to convince the parents that they should attend.  The school must use other methods to ensure parent participation, including individual or conference telephone calls or video conferences.  The school must keep a record of its attempts to arrange a mutually agreed on time and place such as detailed records of telephone calls made or attempted and the results of those calls; copies of correspondences sent to the parents and any responses received; detailed records and results of visits made to the home or place of employment and results of those visits.  There are additional rules about the notice of IEP meeting and what it must include, etc. The school will invite the student and any other agency needed for students 16 or older or no later than entry into ninth grade. Purpose: To allow parents the opportunity to be members of any decision making team for their child and evidence of this opportunity through documented attempts and results of those attempts. How to Develop: see next slide

58 Parent Contacts continued… How to Develop: Best practice would be to first try and contact the parent by phone to set a mutually agreeable date, time, and place. Even if you confirm this by phone, you must follow up with the formal Notice of IEP letter in Clarity.  Parents should be notified in ample time, usually 10 days in advance, to allow them to attend the meeting or reschedule if needed.  You must send the notice of IEP meeting. If no response, then you should follow up with phone calls, additional letters, whatever necessary to ensure parents were notified and their response.  Document all contacts and results in the IEP. Once you have confirmation from the parent, you do not need to continue to send notices. A reminder call or notice would be acceptable.  Ten days is NOT required if all parties agree on the day and time.  If parents do not attend, you must have 3 documented attempts and only phone calls would not be acceptable. If you have confirmation such as returned notice from the parent that they are not going to attend, then you don’t have to have 3 attempts.

59 Parent Participation Parent must receive a copy of:  IEP  Any Eligibility report  Evaluation  Parent rights – see next bullet Procedural safeguards/Parental Rights – must be provided to parents at least once in the school year and also must be given upon:  Initial referral or parental request for evaluation  Receipt of the first state complaint  Receipt of the first due process hearing request  Disciplinary removal of a student from school that would constitute a change of placement  Parent request If parent did not attend the meeting, indicate the date that the appropriate documents were sent to the parent. Indicate how they were sent – mailed, in person, via student, other. **Remember** Documents should be sent home within 3 days of the meeting to provide parents with ample time to request changes.

60 7. IEP Participants Rule: The IEP team is a group of individuals that is responsible for developing, reviewing, or revising an IEP for a child with a disability. The LEA shall ensure that each IEP Team meeting includes the following participants: parents, not less than one regular ed teacher of the child, not less than one special education teacher of the child, representative of the LEA, individual who can interpret the instructional implications of evaluation results which may be one of the people listed above, and the child when appropriate. Purpose: to ensure the required minimal personnel are part of the IEP team and that the IEP is developed and decisions are made by the team and not one person. Minimal requirements include the parents, special ed teacher, regular ed teacher, LEA representative, and the child if appropriate. How to Develop: Send the notice of IEP to the appropriate members in sufficient time to allow them the opportunity to attend the meeting or reschedule if necessary. Type the names and title of each member and check whether the member attended, excused, submitted input, etc.

61 Additional Information

62 IEP Meeting Notice Send early & offer to reschedule Conference call option Names are optional – but best practice is to notify parents of who to expect at meetings If parents don’t attend, provide time before implementation – usually 10 days Excusal only needed for “required members”

63 IEP Notice & Transition  Must include student whenever transition services are discussed. (May be invited at a younger age if determined appropriate by the IEP team)  Must include a representative of any agency likely to provide or pay for transition services (with consent of parent or student, age 18)  Department of Human Resources  Vocational Rehabilitation

64 IEP Team  Parents of the child  Special education teacher or service provider  General education teacher  LEA representative Qualified to provide or supervise special education Knowledgeable of the general curriculum (QCC, GPS) Knowledgeable of the LEA’s resources  Individual who can interpret instructional implication of evaluations (may be dual role)  The child with a disability, whenever appropriate  Individual determined by the LEA or by the parents to have knowledge or special expertise regarding the child

65 Excusing an IEP team member in whole or in part  Parent and school agree, in writing  Member submits written input into the development of the IEP prior to the meeting if area is being discussed  Avoid revolving door meetings

66 IEP Amendments If the IEP needs to be changed after it’s been written, the parent and school may agree to make the changes without holding a meeting. The school needs to provide a copy of the amendment to parents and any school personnel working with the child.

67 In Closing…..  Use existing resources and examples:  Chrissy Sample IEP w/Instructions  Sheila Sample IEP  IEP Compliance PowerPoint Nov  IEP Compliance PowerPoint Sept  DOE Elluminate Sessions and PowerPoints – specific examples of present levels and goals  Remember main links and connections:  Present level – establishes need, based on data  Goals – based on needs – measurable  Services and Supports – based on goals and gen. ed inclusion  Questions/Comments


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