1. IUSD Special Education Department October 14, 2015

2. Key: Understanding the process for your child Purpose: Ensuring your child has access to a Free Appropriate Public Education (FAPE) and should consider your child’s strengths, parent’s concerns, assessment results and area(s) of need related to academic and developmental areas. Remember the Big Picture ◦ Assessment ◦ Goals ◦ Services and placement…in that order

4. Team Members Prepare for the IEP Educational Team Parent

5. Things to think about … Strengths, needs and interests as well as your goals about your child's education Your child’s education process- What has been working/not working? Consider various ways to involve your child in the IEP development process. This will develop your child’s self- advocacy skills. Questions and concerns with staff before the meeting thus giving time for understanding and research. Informing the Case Manager if any additional participants will be attending the IEP meeting.

6.  Gathering input from General Education teachers  Reviewing informal/formal assessment  Reviewing student progress  Developing goals and objectives based on unique needs  Gathering data from service providers  Gathering input from parent

7. Parent General Education Teacher Education Specialist Administrator Student, if appropriate

8.  Share short term and long term visions for the student.  Open communication between all members of the IEP team.  It is OK to ask questions!  Remember we are there for a common purpose and this is a partnership.

9.  Introduction of team members/signatures of attendance  Review of Procedural Safeguards  Review assessments/progress  Review present levels  Proposing goals and objectives  Transition Plan (IEP before 16 th birthday)  Discuss services and placement  Offer of FAPE

10.  Identifies area(s) of unique need(s)  Make a recommendation if a student is eligible for special education based on the 13 types of eligible disabilities defined by IDEA.  IEP team determines eligibility and if the student requires special education placement and services

11.  Strengths, weaknesses, abilities and educational needs  Progress of previous year’s goals and objectives  Establish baseline for proposed goals  Reference most recent assessment findings  Identify level of instruction or services

12.  Measureable Annual Goals include specific details of your child’s plan  Measurable Annual Goals include: ◦ Baseline data ◦ Benchmarks or short term objectives ◦ Person(s) responsible

13. Changes on HOW the student is taught Learning standards are not changed for the student but allow the student to participate in and demonstrate mastery of the general curriculum (Example: Extra time, preferred seating, etc.) Accommodations: Changes in WHAT the student is taught Intended to change the materials and/or the curriculum, making it more accessible and more academically appropriate for the student. (Example: Test written in lower level of understanding, alternative curriculum, modified or reduced of classwork, etc.) Modifications:

14.  IEP determines level of services and setting based upon student’s unique educational needs and goals.  IDEA mandates that a child be placed in the Least Restrictive Environment (LRE)

15. In general, to the maximum extent appropriate, children with disabilities are educated with children who are not disabled and removal of children with disabilities from the regular educational environment occurs only when the nature and severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

17. Specially designed to meet unique needs of a disabled student supported by such services that are necessary to permit the student to benefit from special instruction.

19.  Parent consent ◦ Receipt of Procedural Safeguards ◦ Eligibility ◦ Goals and objectives ◦ Services and placement ◦ You will be provided a copy of the IEP document

20.  School personnel will inform you about your child’s progress on a regular basis. If your child is not making adequate progress, the school will hold an IEP meeting to review the issues and consider changes that may be necessary.  You can request an IEP meeting at any time during the school year if you believe that it is necessary to change your child’s IEP. This will be scheduled within 30 days of the request.

21.  Inform parent of student’s progress on a regular basis.  Schedule an IEP meeting If student is not making adequate progress to review the issues and consider changes that may be necessary.