Presentation on theme: "Parent’s Guide to the IEP"— Presentation transcript:
1Parent’s Guide to the IEP Individual Education Plan for children with Special NeedsHandouts: IEP template, parents guide to the IEP, Consultation guide and the acronym list. Set up parking lot. Need sticky notes and pens, nametags. Sign in sheet at the door.
2Welcome Parents Shape of Presentation What is an IEP?What is the parent’s role? Student’s role?How does planning work?What does reporting look like for a child with an IEP?What are goals and objectives, adaptations and modifications?Look at the IEP template.Questions you may have about the IEP that we did not cover.Randy: Introduce us and welcome parents. Housekeeping. Coffee and goodies, Review handouts, washrooms, shape of the presentation (agenda)
3Commonly asked Questions? What is an IEP?Who gets an IEP?Why does my child need one and what is it for?What is a case manager?How do I know if the plans are working?What if I don’t agree with the goals?When does an IEP happen?What if the IEP is not being followed?Who can I bring to the IEP meeting?What’s the difference between adapted and modified?When do I make the choice between adapted and modified program?Will my child graduate if they have an IEP?Cyndie will go over the Q and A slide stating that you have come with questions and have questions for us. Here are some commonly asked questions parents ask about IEP’s. At the end of the presentation we will have a Q and A session. Please keep track of your questions and put them on a sticky note for the parking lot or hold onto them until the end of the presentation as we may answer your question as we present.
4An IEP is a collaborative process When schools and parents share their knowledge, children benefit. A good IEP, developed by the parents and the school working together for the child, affirms the uniqueness of every child and helps the child learn.
5What is an Individual Education Plan (IEP) ? An IEP is a support tool designed for students with special needs to ensure they have an educational program that meets their specific needs.It identifies any additions, changes to the regular program that should be made for each individual child.Outlines adaptations and /or modifications and the special services that are to be provided for the student.It is reviewed regularly and updated at least annually
6Who has an IEP?Any student with special needs designation that has one or more of the following:A disability of an intellectual, physical, sensory, emotional or behavioural nature;A learning disability, orExceptional gifts or talents
7Ever feel like this?Parents may find it very hard to get involved in service planning due to practical issues such as childcare, time and money, and also because they may feel they will not be listened to anyway and it will be a waste of their time (Ball 1997, page 21).
8Parent’s role in the IEP You know more about your child than anyone else.The school needs this information to tailor its teaching to your child’s way of learning.A good IEP brings together your knowledge about your child with the school’s knowledge about teaching.Keep track of the people who support your child in the community and school who by nature of this relationship create the IEP team.
9What can I do as a parent?Talk with the teacher and case manager working together to create a planBring up concerns you are uncertain about with the classroom teacherBring notes you’ve made about school work, significant events, even hunches about your child’s educational program to refer to at the meeting.keep a journal at home where you can record questions or notes about school concerns or comments.Listen carefully at the meeting and use the journal to take notesBring someone with you who can provide support for you.Come with an open mind about the reasons for the actions and responses of others involved with the child at the school.
10Child’s role in the IEPChildren are not required but are entitled to attend an IEP meeting.Let the teacher know of your wish to involve your child.If your child wants to attend, inform them of what to expect and who may be at the meeting.Review the existing IEP with your child especially areas of strength and learning styleHave your child think about what goals he/she may want to work on at school.
11What if my child does not want to take part? If you and your child decide not to participate you can involve your child by asking at home about goals, strategies and outcomes.You can review the IEP with input from your child at the school with the teacher.Involving your child helps them to advocate for themselves.The more comfortable our children are with their abilities or disabilities, the more they will be able to act as their own advocate.
12PlanningUse the IEP Planning handout provided with questions about your child and how they learn when preparing for an IEP meeting.Involve others in the school and community who can assist in the planning for your child: case manager (LST or LAT), principal or vice principal, school counselor, district based personnel.Other individuals who have experience supporting your child.
13Do I have to attend the IEP meeting? You can provide information in a number of ways:Review the previous year’s IEP and provide your thoughts and ideas about what you want to see for your child.Fill out the IEP Parent interview form and return it to the school.Have a conversation with the teacher over the phone or by , using the PRE IEP parent interview form or IEP draft or previous IEP.
14Education Assistants (EA’s)… May be assigned by the school district to help the teacher to carry out the responsibilities and expectations set out by the IEP.May provide direct services to the student ranging from personal care to assisting with instructional programsMay assist in implementing the educational programWill perform health related procedures for which they must be given child-specific training by qualified health professionals. (nurse, OT/PT)
15When things go wrongWhat do we do when the IEP is not being followed or you are not being consulted?What happens when our views of child’s needs differ from those of the school?Emotional responses and reactions are natural when advocating for our children.Request to set up a meeting ASAP.Revisit the process that was set up at the IEP meetingAddress the conflict and find a resolution
16Let’s take a look at the IEP This next section will review the Elements of the IEP in more detail
17Elements of an IEP Strengths/special interests Needs (align with Ministry designation)Current level of performance: what skills does the student have now? Student can…is able to…Goals for the term/year aligned with the student’s needs in a Goal or Domain Area
18Goal or Domain area Academic, Behaviour, Communication, Functional Academics,Health Factors, Independence,Physical Functioning (Gross or Fine Motor), self determination,social/emotional functioning, social interactionor Transition
19Goals and objectivesGoals and strategies to help your child learn that are different from the expected learning outcomes set out in the provincial curriculum guide for a course, subject and gradeObjectives that are specific, measureable, relevant, and timely. What will the student achieve towards the goal, where, when , or under what conditions & with what criteria for success. Student will...Follows the SMART rule.
20What is the S.M.A.R.T. Rule?The S.M.A.R.T. rule is used to shape the objectives into Specific, Measurable, Action Oriented (what the student will do), Realistic and Relevant (to the student’s needs and diagnosis), and Time-bound objectives.
21When would IEP goals be modified? The decision to modify all or some parts of courses or subjects is a significant one and would not happen without…extensive consultation with the school based team, student services and parentsand not until comprehensive adaptations to instruction and assessment have been implemented.
22How is the curriculum (PLO) adapted or modified for your child? Adapted: Students are working on regular course work with changes in the way the prescribed learning outcomes (PLO’s) are taught or assessed.Modified: Students are working on learning outcomes specifically developed to meet the student’s particular needs and may be different from the PLO’s set out in the provincial curriculum guide.
23Strategies, Programs, Materials, Resources The monitored plan-who will do what, when, how?How does this look in the classroom?For e.g. CT will…..ST will…..EA will…..Services and resources that are required to help your child be successful and achieve learning outcomes, either prescribed or individualized
24Method of EvaluationWays to support and track your child’s progress using a list of adapted materials and methods to assess and monitor.How will you know the objectives are met?What tools will be used?Term UpdatesTime line for implementation, progress check and final review dateFrom page 4 of the guide.
25TransitionsThe IEP outlines a plan to help students move from one setting to another or from one grade to anotherTransitions can be challenging for students with special needs from home to Kindergarten;Elementary to Middle to Secondary;School to school;And school to adulthood.Careful planning can help the child and the families through these transitions.
26Resources usedParents Guide to Individual Education Planning BC School Superintendents AssociationIndividual Education Plans: A Guide for Parents by Catherine Abraham and Joyce Gram from BC Confederation of Parent Advisory CouncilsSupporting Meaningful Consultation with Parents BC Council of Administrators of Special Education
27Commonly asked Questions? What is an IEP?Who gets an IEP?Why does my child need one and what is it for?What is a case manager?How do I know if the plans are working?What if I don’t agree with the goals?When does an IEP happen?What if the IEP is not being followed?Who can I bring to the IEP meeting?What’s the difference between adapted and modified?When do I make the choice between adapted and modified program?Will my child graduate if they have an IEP?