1. Understanding The IEP Process: Transportation’s Role Presented By: Jamie Warrington, ESE Transportation Specialist, FDOE P.J. Hope, Director of Transportation, Dixie District Schools 20 th Annual Lake Yale Leadership Training March 28 – 31, 2011 Eustis, Florida

2. What is an IEP?  “Individualized Education Program” means a written statement for each child with a disability that is developed, reviewed and revised in accordance with the Individuals with Disabilities Education Act (IDEA).  A legally binding document that instructs a school district in what a student with disabilities needs to be successful in school.

3. The IEP Team  The Individualized Education Plan (IEP) team consists of the students’ parents, school personnel, and anyone else that is involved in the daily instruction and support services for the student.  Writes the IEP for the students’ educational plan.

4. The Process:  The initial IEP is written prior to entering school for the first time, in most circumstances.  IEP’s are often reviewed and/or revised when a student transfers in from another district or state. The existing IEP from the other district or state remains in effect until the receiving district either accepts or re-writes the IEP.

5. The Process (con’t):  The student’s IEP Team is identified, and a meeting is planned.  The IEP Team members are invited. This should include Transportation, if the student will be receiving transportation as a related service.  Once the meeting is convened, the team begins discussing what the student will need to be successful in school.

6. Related Services: FFFFood & Nutrition PPPPT/OT SSSSpeech Therapy TTTTransportation

7. Parent’s Role:  The parent(s) of the student are an important player in the IEP process.  Parents know their children the best.  Parents know the educational, medical and psychological background of the student.  Sometimes tend to feel that they are entitled to some services because the student is ESE.

8. Teacher’s Role:  Interpret existing IEP requirements (if appropriate).  Assist in the development of a daily schedule for the student while at school.  Provide options and ideas.  Ensures that the IEP is adhered to.

9. School’s Role:  Provide needed services.  Maintain IEP and any supporting documentation.  Review the IEP annually, or within the designated time stated within the IEP.  Ensure that the students’ needs are being met, and to modify as needed and within the scope of IDEA.

10. Transportation’s Role:  Provide relevant information and suggestions to the IEP Team regarding the transportation needs of the student.  Participate with an open mind and willing to compromise regarding the students’ transportation needs.  Agree to only feasible, economic and realistically attainable goals.

11. Transportation’s Role (con’t):  Provide professional and knowledgeable insight into geography of proposed bus stop location (bring supporting documentation to the IEP meeting).  Provide a realistic time frame for implementation of specialized transportation (within the federal law).

12. Writing The IEP:  Identify the students’ disability or disabilities.  Identify the academic needs of the student and what classes and activities the student needs, ensuring that there is no violation of Free and Appropriate Public Education (FAPE).  Basic “core” information is noted in the beginning of the multi page IEP.

13. Writing The IEP (con’t):  The IEP Team then moves on to the behavioral needs of the student, identifying potential issues and steps to be taken to correct it (sometimes a separate document called a Behavioral Intervention Plan).  The IEP Team then addresses the Related Services section of the IEP, identifying the needed non-academic support services.

14. Writing The IEP (con’t):  If applicable, the dietary needs of the student are written into the IEP.  If applicable, the transportation needs of the student is written into the IEP.  Usually the last portion of the IEP document is notes, instructions, and any comments, oppositions, future ideas, IEP review date and IEP team members, titles and signatures.

15. Transportation As A Related Service  Basic transportation needs are identified.  AM/PM Bus Stop location(s).  Equipment needs (Lift bus, Safety Vest, CSRS, A/C, tinted windows, etc.).  Bus Attendant or Monitor needs.  If applicable, the seating location for the student on the bus.  Any add-on safety items not standard for the bus (Padded windows, etc.).

16. IEP Overview  The IEP document itself is legally binding and considered a Federal document.  Violations of the IEP are a violation of Federal Law.  A properly written IEP will contain all the information needed to answer any questions that anyone would ask (ie: auditor, lawyer, receiving school district, etc.).

17. IEP Overview (con’t)  IEP is confidential.  Complete IEP should be maintained at the school.  Transportation Request Forms are not “legal” parts of the IEP. They should be considered addendums or supporting documentation.

18. IEP Overview (con’t)  Transportation should maintain the Transportation Request Form and a copy of the Related Services section of the IEP.  All documents must be secured and in a locked location.