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Understanding the IEP Process TE 803 Presentation Compiled by Erik Byker Sources: 678&Q=320730

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Presentation on theme: "Understanding the IEP Process TE 803 Presentation Compiled by Erik Byker Sources: 678&Q=320730"— Presentation transcript:

1 Understanding the IEP Process TE 803 Presentation Compiled by Erik Byker Sources: http://www.sde.ct.gov/sde/cwp/view.asp?a=2 678&Q=320730 http://www.sde.ct.gov/sde/cwp/view.asp?a=2 678&Q=320730 http://idea.ed.gov/explore/view/p/%2Croot% 2Cdynamic%2CTopicalArea%2C1%2C

2 Individualized Education Program (IEP) The IEP is a written plan that describes in detail the child’s special education and related services the district will provide to meet the student’s individualized needs. The IEP is a legal document. The IEP is developed by the Planning and Placement Team The IEP is reviewed at least annually. The parents have a right to receive a copy of the IEP within five school days after the PPT is held.

3 Planning and Placement Team Parent must receive written notice of the meeting 5 days prior to the Planning and Placement Team (PPT) Meeting must be scheduled at a mutually agreed on time and place. If the meeting is scheduled at a time that is not convenient, the parent can request the district to reschedule or participate through an alternative method such as a conference call. Parent can bring anyone they choose to the meeting.

4 Disability Categories for Eligibility for Special Education Autism Deaf-blindness Deafness Developmental delay (3-5 year olds) Emotional disturbance Hearing impairment Intellectual disability (mental retardation) Multiple disabilities Orthopedic impairment Other health impairment Physical impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment including blindness

5 IEP Components A list of Planning and Placement Team recommendations must be recorded. There is no requirement for meeting minutes.

6 IEP Components Prior written notice: Must detail the decisions made regarding eligibility, evaluation, IEP or placement; Must record actions proposed or refused; and Must be provided at least 5 days before the decisions are put into place.

7 IEP Components Special education, related services and other supports must allow for a child to: Advance toward annual goals; Progress in the general education curriculum; Participate in extra-curricular and non- academic activities; and Be educated and participate with children who do not have disabilities.

8 IEP Components Present level of academic achievement and functional performance Describes area of strength and need and Records the impact of the disability on participation in the general education curriculum.

9 IEP Components Measurable Goals and Objectives Must relate to identified areas of need Must be clear and measurable Must note how progress will be measured and reported

10 IEP Components Accommodations and Modifications Accommodations – changes the “how” of what is taught. A change is made to the teaching or testing procedures to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skill. Does not change the instructional level, content or criteria for meeting a standard.

11 IEP Components Modifications Changes the “what” we teach. A modification is a change in what a student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

12 IEP Components Details special education, related services and regular education Examples of related services: assistive technology, audiology, counseling, physical, occupational or speech/language therapy, school nurse, psychological or social worker services, transportation

13 IEP: Planning before Placement 2. Develop IEP 3. Placement 1. Evaluate

14 Placement Program before placement Individually determined, based on IEP First consideration must be general education with supplemental services and supports Must be in the “least restrictive environment” (LRE) LRE: “to the maximum extent appropriate children with disabilities are educated with children who are not disabled.”

15 Changes and Amendments to the IEP Changes to an IEP can be made without a team meeting if the parents and district agree and develop a written document to amend or modify the current IEP. The IEP can be amended rather than redrafting the entire document – unless the parent requests a copy of the revised IEP.

16 Parent Student Roles and responsibilities at the PPT School Attend Share visions & priorities Ask questions Attend & Participate – when ready Self-advocate Share information Communicate to resolve differences Acknowledge differences Observe the child Review/monitor progress Commit resources Follow procedural safeguards Deliver services

17 The Collaborative Approach Who is responsible? The Principal…………… ensures that IEPs are completed within 30 school days of a student's placement in a special education program; signs IEPs within 30 school days of a student's placement in the program; ensures that IEPs are implemented and that, as part of implementation, the student's learning expectations are evaluated and updated at least once every reporting period; Page 17 - IEP Document

18 The Classroom Teacher…… contributes first-hand knowledge of the student's strengths, needs, and interests; fulfills the role of the key curriculum expert on how the IEP can be developed to help the student progress through the Ontario curriculum; develops any modified or alternative learning expectations required to meet the student's needs, plans instruction to address those expectations, and assesses the student's achievement of the expectations.

19 develops and later implements teaching, and assessing, individualized teaching strategies that will help the student achieve his or her learning expectations; reviews and updates learning expectations at the beginning of each reporting period; maintains ongoing communication with the student's parents, other teachers, and other professionals and support staff involved with the student Page 17 - IEP Document

20 The Special Education Teacher provides diagnostic assessments, as appropriate and if required, to determine the student's learning strengths and needs; develops any modified or alternative learning expectations that fall within areas for which the special education teacher has direct responsibility; works with the classroom teacher(s) to maintain ongoing communication with the student's parents and other teachers. Page 18 - IEP Document

21 The Educational Assistant….. helps the student with learning activities under the direction and supervision of the teacher; assists with providing appropriate accommodations as described in the IEP; monitors and records the student's achievements and progress relative to the expectations described in the IEP, under the direction and supervision of the teacher; Page 18- IEP Document

22 The Student……………. helps the team identify his or her preferred learning styles and modalities; assists in setting annual program goals and learning expectations; Page 19 - IEP Document

23 The Parent…………. provide up-to-date information about their child as it relates to the child's learning (e.g., recent assessment reports); provide important information that will assist in the development and implementation of their child's educational program (e.g., the talents and skills their child demonstrates in the home and community; their child's likes, dislikes, learning styles, interests, and reactions to various situations); Consultation form Page 19- IEP Document

24 Evaluation & On-going Implementation IEP is linked to the report card Students who are on “modified” programs will require a statement identifying the grade level from the curriculum they are being assessed in and the IEP box on the report card must be checked off Students on “accommodated” only programs DO NOT have the IEP box checked off Page 46 – IEP document


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