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The IEP Process by Kristin J. Szewczyk Ed.D./CCC-SLP Intermediate Unit 1 Speech-Language Pathologist.

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Presentation on theme: "The IEP Process by Kristin J. Szewczyk Ed.D./CCC-SLP Intermediate Unit 1 Speech-Language Pathologist."— Presentation transcript:

1 The IEP Process by Kristin J. Szewczyk Ed.D./CCC-SLP Intermediate Unit 1 Speech-Language Pathologist

2 WELCOME!

3 Training Objectives  Discuss/Define terms associated with the Individualized Education Plan (IEP) process  Define the steps in the IEP process  Discuss the content of the IEP  Discuss the role of the parent in the IEP process  Discuss accepting your child’s disability  Identifying resources for the family

4 Terms  IEP-Individualized Education Plan  IDEA – Individual’s with Disabilities Education Act  FAPE – “Free appropriate public education”  Parent Consent (Pennsylvania Department of Education, 2009; Slater & Norlin, 2007; U. S. Department of Education, 2004, 2006a, 2007a)

5 Terms  LRE- Least Restrictive Environment  ESY- Extended School Year  Inclusion  Accommodations/Modifications  Procedural Safeguards (Pennsylvania Department of Education, 2009; U. S. Department of Education, 2006a, 2006c, 2006d, 2007a)

6 Where do we begin?

7 Identification  Child may be in need of special education services  “Child Find” activities  (U. S. Department of Education, 2000, p. 2)  Referral  Reasons  School Personnel or Parent (Pennsylvania Department of Education, 2009; U. S. Department of Education, 2000, 2006a)

8 Evaluation  Parent Consent  Assessed in ”areas related to the suspected disability” (U. S. Department of Education, 2000, p. 2).  Performed by a team of qualified professionals  60 days to complete the evaluation (Pennsylvania Department of Education, 2005; U. S. Department of Education, 2000, 2006a, 2006b)

9 Eligibility  Review results of evaluation  Evaluation Team  Parents  Determine eligibility for special education services  IDEA Guidelines  Disability Categories (Pennsylvania Department of Education, 2009; U. S. Department of Education, 2006a, 2006b)

10 Disability Categories  Autism  Deafness-Blindness  Emotional Disturbance  Hearing Impairment  Mental Retardation  Multiple Disabilities  Orthopedic Impairments  Other Health Impairment  Specific Learning Disability  Speech/Language Impairment  Traumatic Brain Injury  Visual Impairment (Pennsylvania Department of Education, 2009; U. S. Department of Education, 2006a)

11 Individualized Education Plan (IEP)  If student is found eligible, IEP meeting is held within 30 days after evaluation  IEP Team  IEP is written  Needs of the student (U. S. Department of Education, 2000, 2006a, 2006b, 2006c)

12 IEP Implementation  Written IEP is put into practice  Implemented when parent consent is given  Accommodations, Modifications, Related Services, etc.  Parents must receive a copy of the IEP  Teachers responsible for implementing IEP  Must have access to a copy of the IEP (U. S. Department of Education, 2000, 2006a, 2006b)

13 Measuring IEP Progress  Progress towards goals/objectives is measured  Teachers/Related Service Providers  Parents informed of progress (U. S. Department of Education, 2000, 2006a, 2006b)

14 Review of the IEP  At least once per year  May be revised as needed  IEP meeting  IEP team in attendance  Update IEP  To meet current needs of student  Academic/functional performance levels  Goals/Objectives (U. S. Department of Education, 2000, 2006a, 2006b)

15 Reevaluation  Determine if student continues to be eligible for special education services  Assess need for additional special education services  At least every 3 years  May be more frequent, depending on disability category  May be requested at any time by school personnel or parent (U. S. Department of Education, 2000, 2006a, 2006b)

16 Content of the IEP  Academic/Functional Performance  Accommodations for Assessments/ Alternate Assessments  Transition Services  Goals and Short-Term Objectives  How progress will be measured (Pennsylvania Department of Education, 2005; U. S. Department of Education, 2000, 2006a, 2006c, 2007b)

17 Sample Goals/Objectives  Reading  Goal: When presented with a timed weekly reading test, Joe will read words per minute on four out of six tests.  How progress will be measured: Timed weekly tests  How parents will be informed of progress: Quarterly progress reports (IEPWriter.com, 2008)

18 Sample Goals/Objectives  Math  Goal: Given a weekly math probe, Joe will increase his digits correct per minute from 20 to 30 per minute at a math grade equivalent of grade 4.5 on four out of six probes.  How progress will be measured: Weekly Math Probe  How parents will be informed of progress: Quarterly progress reports (IEPWriter.com, 2008)

19 Sample Goals/Objectives  Functional  Given a toothbrush and toothpaste, Joe will independently complete 8 out of 10 steps involved with tooth brushing on four out of six measures of performance.  Objective 1: Given a toothbrush and toothpaste, Joe will independently complete 4 out of 10 steps involved with tooth brushing on four out of six measures of performance.  Objective 2: Given a toothbrush and toothpaste, Joe will independently complete 6 out of 10 steps involved with tooth brushing on four out of six measures of performance. (IEPWriter.com, 2008)

20 Sample Goals/Objectives  Functional (continued)  How progress will be measured: Data collection, observation, and consultation with staff  How parents will be informed of progress: Quarterly progress reports (IEPWriter.com, 2008)

21 Content of the IEP  Supplementary Supports  Related Services  Program Modifications  ESY services  Educational Placement  Type of services  Location of services (Pennsylvania Department of Education, 2009; U. S. Department of Education, 2000, 2006a, 2006c)

22 Role of the Parent  Request Evaluation/Reevaluation  Provide Input for Evaluation/Reevaluation/IEP  Inform IEP team of progress outside of school  Parent Rights  Procedural Safeguards (Pennsylvania Department of Education, 2005, 2009; U. S. Department of Education, 2000, 2006a, 2006b, 2006d)

23 My child has a disability.  You are not alone.  Educational Team  Ask Questions/Express Concerns  Learn more about the disability  Resources and Supports for Families  Family Support Groups  Counseling  Therapies outside of the school environment (Bailey & Smith, 2000; Hastings & Johnson, 2001)

24 Resource List  Families and Advocates Partnerships for Education (FAPE)  PACER Center 4826 Chicago Avenue South Minneapolis, MN (888) ; (612) ; (612) (TTY) Web:  National Information Center for Children and Youth with Disabilities (NICHCY)  P.O. Box 1492 Washington, DC (800) (Voice/TTY); (202) (V/TTY) ; Web: Education

25 Resource List  Office of Special Education Programs Office of Special Education and Rehabilitative Services  U.S. Department of Education Mary E. Switzer Building 330 C Street SW Washington, DC (202) (Voice/TTY) Web:

26 Resource List  Special Education Manual and IEP Process Flowchart   Special Education in Plain Language  m

27 Resource List  Support for Families of Children with Disabilities  2601 Mission Street Suite 606 San Francisco, CA Web:

28 Resource List  Technical Assistance for Parent Centers— The Alliance PACER Center 4826 Chicago Avenue South Minneapolis, MN (888) ; (612) (612) (TTY) Web:

29 Conclusion  Terms associated with IEP Process  IEP Process  Content of the IEP  Role of the Parent  Accepting Child’s Disability (Bailey & Smith, 2000; Hastings & Johnson, 2001; Pennsylvania Department of Education, 2005, 2009; U. S. Department of Education, 2000, 2004, 2006a, 2006b,2006c, 2006d, 2007a, 2007b)

30 Questions?

31

32 References  Bailey, B., & Smith, S. (2000). Providing effective coping strategies and supports for families with children with disabilities. Intervention in School and Clinic, 35(5), Retrieved June 13, 2009, from Wilson Web database.

33 References  Hastings, R. P., & Johnson, E. (2001). Stress in UK families conducting intensive home- based behavioral intervention for their young child with autism. Journal of Autism and Other Developmental Disorders, 31(3), Retrieved September 13, 2008, from Wilson Web database.

34 References  IEPWriter.com. (2008). Individualized education plan. Retrieved June 13, 2009, from https://www.iepwriter.com/pa/app/ user/index.asp

35 References  Pennsylvania Department of Education. (2005). Individuals with Disabilities Education Improvement Act (IDEIA) 2004 P.L : What’s new? Retrieved June 9, 2009, from special_edu/ IDEIA0305_six_slide_handout.pdf.

36 References  Pennsylvania Department of Education. (2009). Chapter 14 special education services and programs state regulations compared to part 300 Individuals with Disabilities Education Act federal regulations. Retrieved June 10, 2009, from law/sidebyside pdf.

37 References  Slater, A. E., & Norlin, J. W. (2007). Autism case law: A desktop reference to key decisions. Horsham, PA: LRP Publications.

38 References  U. S. Department of Education. (2000). A guide to the Individualized Education Program (IEP). Retrieved June 9, 2009, from speced/iepguide/iepguide.pdf.

39 References  U. S. Department of Education. (2004). Statute. Retrieved June 12, 2009, from

40 References  U. S. Department of Education. (2006a). Assistance to states for the education of children With disabilities and preschool grants for children with disabilities; Final rule. Retrieved June 11, 2009, from finalregulations.pdf.

41 References  U. S. Department of Education. (2006b). IDEA regulations: Changes in evaluation and reevaluation. Retrieved June 10, 2009, from %2Croot%2Cdynamic%2CTopicalBrief %2C4%2C.

42 References  U. S. Department of Education. (2006c). IDEA regulations: Individualized education program (IEP). Retrieved June 10, 2009, from guid/idea/tb-iep.pdf.

43 References  U. S. Department of Education. (2006d). IDEA regulations: Procedural safeguards, surrogate parents, notice and consent. Retrieved June 12, 2009, fromhttp:// idea.ed.gov/explore/view/ p/,root,dynamic,TopicalBrief,15.

44 References  U. S. Department of Education. (2007a). Free appropriate public education for students with disabilities: Requirements under section 504 of the Rehabilitation Act of Retrieved March 10, 2009, from docs/FAPE504.pdf.

45 References  U. S. Department of Education. (2007b). IDEA regulations: Secondary transition. Retrieved June 11, 2009, from idea.ed.gov/explore/view/ p/,root,dynamic,TopicalBrief,17.


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