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Understanding your child’s IEP.  The Individualized Education Plan (IEP) is intended to help students with disabilities interact with the same content.

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Presentation on theme: "Understanding your child’s IEP.  The Individualized Education Plan (IEP) is intended to help students with disabilities interact with the same content."— Presentation transcript:

1 Understanding your child’s IEP

2  The Individualized Education Plan (IEP) is intended to help students with disabilities interact with the same content as their non- disabled peers. All students, regardless of their age or disability, can be and are encourage to be involved in the development of their own IEP.  The IEP must focus on the student’s ◦ Preferences ◦ Interests ◦ Needs ◦ Strengths

3  The Individualized Education Plan (IEP) is a legal document developed by the IEP Team. This team can include: ◦ Parents ◦ Students (at age 14 or older) ◦ Special Education Teacher ◦ General Education Teacher ◦ Administrators ◦ Related Service Providers  Occupational Therapy (OT), Physical Therapy (PT), Speech Therapy or other service providers the child may qualify for.

4  The IEP is a plan written specifically for your child.  A new IEP must be written at least every 12 months (once a year).  You have the right to invite anyone to attend the meeting.  Names and Signatures of all individuals attending the meeting are required.  When you sign the IEP, it does not mean things cannot be changed or adjusted, it can be AMENDED if changes need to be made.

5  Step 1: Child is identified as possibly needing special education and related services.  Step 2: Child is evaluated.  Step 3: Eligibility is decided.  Step 4: Child is found eligible for services.  Step 5: IEP meeting is scheduled.  Step 6: IEP meeting is held.  Step 7: Services are provided.  Step 8: Progress is measured and reported to parents.  Step 9: IEP is reviewed.  Step 10: Child is reevaluated.

6  “Child Find” ◦ Requires that school districts to identify, locate, and evaluate all children who may require special education.  Referral or request for an evaluation ◦ A school professional or parent may request an evaluation.

7  School  Parents  Timelines Evaluation  Must assess the child in all areas related to the child’s suspected disability.  Results will be used to determine the child’s eligibility for special education and related services. They will also be used to make decisions about the educational program for the child.

8  The IEP team will look at the results of the evaluation to determine if the child has a disability as defined by IDEA.  If parents disagree- ◦ Parents can request that their child be evaluated by an Independent Educational Evaluator.  If the child is found to have a disability, they are eligible for special education and possibly for related services.  The IEP must be written within 30 calendar days of the date the Education Team Report (ETR) is signed.

9  The school will schedule and conduct an IEP meeting. ◦ Staff must:  Contact participants, including parents;  Notify parents early enough to allow time for participation;  Schedule the meeting at a time and place agreeable to parents and school;  Tell parents the purpose, time and location of the meeting;  Tell parents who will be attending; and  Tell parents that they may invite people to the meeting who have knowledge or special expertise about the child.

10 Before the Meeting ◦ Request a draft copy of the IEP in advance ◦ Know what components are included in the IEP ◦ Request other records and reports from the school ◦ Collect any current medical information ◦ Make notes about the services or other items you want to discuss ◦ Read all invitations and other materials ◦ Sign and return the invitation ◦ Provide all your requests in writing ◦ Keep a copy for your records

11 The day of the meeting ◦ Arrive on time ◦ Bring the draft copy of the IEP ◦ Ask questions when you don’t understand something ◦ Make your points clear ◦ Be realistic about your child’s abilities ◦ Voice your opinions in a constructive way ◦ Be sure you receive a copy of the final, agreed upon, IEP

12  There are six major components of the IEP: ◦ A statement of future planning for the child; ◦ The present levels of performance of the child; ◦ Measurable annual goals and objectives; ◦ Method and frequency for reporting progress on the annual goals; ◦ Identification of necessary services including special education and related services; ◦ A determination of the least restrictive environment in which to provide the services.

13  Students needs  Students may qualify for: ◦ Assistive technology, ◦ Audiology, ◦ Counseling services, ◦ Occupational therapy, ◦ Physical therapy, ◦ Psychological services, ◦ Speech-Language therapy, ◦ Adaptive Physical Education

14  Accommodations allow a student to complete the same work (assignment, quiz, test, project, etc.) as other students. ◦ Can be a change in the timing, formatting, setting, scheduling, response and/or presentation. ◦ Accommodations do not alter what the test or assignment measures in any way.  Modifications are used to adjust an assignment, a test, or the curriculum. ◦ They change the standard or what the test or assignment is supposed to measure.  For example: Student may complete work on part of the standard, student may complete an alternate assignment or test that is more easily achieved by the student.

15  Accommodations and modifications must be documented in the students IEP  Must focus on meeting the needs of the student  Are meant to help the student show his or her knowledge  Are not given to eliminate the need to work, study, or learn ◦ Students are still expected to grow and develop  Over accommodating or modifying can hinder student development

16  Stay involved with your child’s education  Make time to make learning a priority  Communicate concerns about your child’s education, learning, needs, and progress  Don’t be afraid to ask questions  Get your child to school on time daily  Look at your child’s schoolwork daily  Ensure your child is eating and sleeping well  Help with schooling (homework, studying, etc.)  Monitor academic progress  Monitor progress on IEP goals and objectives  Schedule and attend conferences with teachers  If you feel the needs of your child are not being met, ask to reconvene the IEP team

17  Participation  Notice of Procedural Safeguards  Prior Written Notice  Written Consent  Transfer of Rights

18  The IEP will be reviewed annually ◦ This is a minimum ◦ The IEP can always be reviewed anytime there is a need or concern  Any IEP team members can call a review meeting  During this time, the IEP will be revised to meet the changing needs of the student

19  The child on an IEP must be re-evaluated a minimum of every three years ◦ This is done to find out if the student continues to qualify as a “child with a disability.” ◦ If conditions indicate that the child needs to be reevaluated sooner, he/she can be.  A re-evaluation must be done when determining if a child no longer qualifies as a “child with a disability.”

20  When need arises, who should you contact? ◦ To best meet the needs of your child, follow this chain of communication:  Student’s teacher(s),  Building Principal,  Special Education Supervisor

21  Your questions are important to us! ◦ Please write any questions on a note card; ◦ Provide your name and contact information (email or phone number); ◦ Your questions will be answered through your preferred method of contact.

22 Thank you!! Thank you!!

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