Presentation on theme: "CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction The Individualized Education Program (IEP) – Module #5 Requirements."— Presentation transcript:
CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction The Individualized Education Program (IEP) – Module #5 Requirements for LEAs Under the Individuals with Disabilities Education Act (IDEA) Additional Considerations for IEP Development Special Education Division February, 2013
TOM TORLAKSON State Superintendent of Public Instruction Purpose Participants will understand additional concerns that impact IEP development: Timelines Affecting Special Education Programs Provision of Services Measuring Student Progress Frequency of IEP Review Process Frequency of Student Reassessment Information Resources 2
TOM TORLAKSON State Superintendent of Public Instruction 3 Timelines Affecting Special Education Programs TimelineActionTime Counted From 15 DaysProposed Assessment PlanDate of Referral 15 DaysParent consideration and decision to provide informed consent for the proposed assessment plan Receipt of proposed assessment plan “Early enough to ensure an opportunity to attend.” IEP Team Meeting notificationBefore IEP meeting 60 DaysIEP Team meeting and developmentReceipt of parent’s written consent for assessment “As soon as possible”IEP Implementation (includes related services) IEP Team Meeting 30 DaysIEP team meeting requestReceipt of written request from parent for an IEP team meeting At least annuallyReview student’s IEP for progress on goals, appropriateness of placement, and make necessary revisions. Date of last IEP meeting 3 YearsReassessmentDate of last 3 year assessment and IEP, or initial IEP. Can occur more frequently if conditions warrant it.
TOM TORLAKSON State Superintendent of Public Instruction 4 Provision of Services The LEA is required to ensure that the IEP is implemented as written (parent must be provided with a written notice and must provide informed consent). Parents are provided with a copy of the IEP. The student’s teacher(s) and related service provider(s) have access to the IEP and their specific responsibilities for implementing the IEP. See: 5 CCR 3040
TOM TORLAKSON State Superintendent of Public Instruction 5 Measuring Student Progress The student’s progress toward each of the annual goals contained in the IEP is measured. Parents are periodically informed, per the IEP, on the progress achieved towards the annual goals. Goals are developed and written so that the student has the ability to access the state’s general curriculum. Goals are not limited to academic areas and may also address intellectual, social, and emotional needs as determined by the IEP team. Goals are measurable. See: 34 CFR 300.320, 34 CFR 300.324, EC 56345
TOM TORLAKSON State Superintendent of Public Instruction 6 Frequency of IEP Review Process: The IEP is Reviewed Annually The IEP is reviewed at least once per year by the IEP team, or more often if the parents or school request a review, to determine whether the annual goals for the student are being achieved. Based on the review of the IEP and progress on goals, the IEP is revised as needed. See: 34 CFR 300.303; 34 CFR 300.304; 34 CFR 305; EC 56380; EC 56380.1
TOM TORLAKSON State Superintendent of Public Instruction 7 Frequency of Reassessment: At Least Once Every Three Years At least every three years a reassessment is completed, unless the parent (or the holder of educational rights) and the LEA agree that a reevaluation is not needed. Parents must provide consent for the reevaluation. Purpose: To ascertain if the student continues to be a “child with a disability” as defined by IDEA To identify the student’s educational needs A student maybe reevaluated more often if needed or if the student’s parent or teacher asks for a new evaluation. See EC 56381
TOM TORLAKSON State Superintendent of Public Instruction Checking for Understanding 1.The initial IEP meeting to determine eligibility and develop the initial IEP must be completed by … 2.What must the LEA do once an IEP is developed and consented to by the parent(s) or guardian(s)? 3.Student progress is measured through … ? 4.How often is a student reassessed?
TOM TORLAKSON State Superintendent of Public Instruction 9 AB 114 email AB114TWG@cde.ca.gov
TOM TORLAKSON State Superintendent of Public Instruction 10 Additional Resources United States Department of Education website: http://idea.ed.gov/http://idea.ed.gov/ Office of Special Education Programs website: http://www2.ed.gov/about/offices/list/osers/ose p/index.html http://www2.ed.gov/about/offices/list/osers/ose p/index.html IDEA Core messages: http://www.calstat.org/ideacoremessages.html http://www.calstat.org/ideacoremessages.html A video cast delivered via the internet; information on the final federal regulations implementing the IDEA: IDEA Final Regulations - Free Webcast Training (Jan- 2007)IDEA Final Regulations - Free Webcast Training