2. 1 The Development of a Compliant and Instructionally-Relevant Individualized Education Plan Solitia Wilson ADMS 625 Summer 2014

3. 2 The Five Components in the Special Education Process There are five components in special education process to have a compliant Individual Education Plan, known as the IEP. –Component 1: Referral –Component 2: Evaluation –Component 3: Eligibility –Component 4: IEP –Component 5: Reevaluation

4. 3 Important Timelines Timelines are very important factors when developing compliant Individual Education Plans (IEPs) for students. Please note the various time lines in order to prevent any delays in any of the five components in the special education process.

5. 4 Timelines To Consider The child study team should meet within 10 business days once a referral is received Referral to Eligibility = 65 business days Eligibility to IEP = 30 calendar days

6. 5 Timelines for Business, Calendar, and School Days Business Days consist of: –Mondays through Fridays –12 Months of the Year – not to include federal and state holidays. Calendar Days consist of: –Consecutive calendar days to include Saturdays and Sundays. School Days consist of: –Any day that students are in school for instruction.

7. 6 The Referral 8VAC20-81-60. Referral for initial evaluation The Referral Component: –A request is submitted to have an evaluation conducted –This request can be in writing, or verbally initiated –Anyone can initiate a referral –The administrator will notify parents about the referral for evaluation.

8. 7 The Evaluation 8VAC20-81-70.Evaluation and reevaluation The Evaluation Component: –A team is compiled of an administrator; a general education teacher; a Special Education teacher; and the parents. –If the team decides to evaluate, the team must agree on which assessment components may be needed –All evaluations must be completed within 65 business days in order to determine eligibility.

9. 8 The Eligibility 8VAC20-81-80.Eligibility The Eligibility Component: –The members of the team will reconvene to review and interpret assessment data; discuss observations; and provide additional information –After reviewing all of the assessment data, a decision is made to determine if a child is eligible to receive special education services.

10. 9 Categories of Special Education 8VAC20-81-80.Eligibility (J1 – W3) A child may be found eligible for special education services under the following categories: –Autism –Developmental Delay (DD) –Emotional Disability (ED) –Intellectual Disability (ID) –Other Health Impairment (OHI) These are just some of the categories in which children can be found eligible for special education services.

11. 10 The Individualized Education Plan 8VAC20-81-110.Individualized education plan The IEP Component: –A meeting must be held within 30 calendar days of the eligibility date to develop an IEP for a child who has been found eligible for services. –The team must convene to design an individual plan that will meets the needs of the student, based on the information gathered during eligibility.

12. 11 11 Content Areas of an Individualized Education Plan 8VAC20-81-110.Individualized education plan 1 – Present Level of Performance 2 – Measurable Annual Goals 3 – Benchmarks or Short-term Objectives 4 – Special Education and Related Services 5 – Least Restrictive Environment 6 – Assessments 7 – Service Dates and Accommodations 8 - Progress Towards Goals 9 – Initial Transition Services 10 – Secondary Transition Services 11 – Student and/or Parental Rights

13. 12 The Individualized Education Plan 8VAC20-81-110.Individualized education plan (Section F) The Development Component : –The team will develop an IEP based on: The student’s strengths Parents’ concerns The initial, or most recent eligibility assessment data and information The student’s academic, developmental, and functional needs How the disability impacts the student’s performance The student’s communication needs

14. 13 The Content of the Individualized Education Plan 8VAC20-81-110.Individualized education plan (Section G) The IEP should include the following: –The student’s present level of performance (sometimes referred to as ‘plop’ or ‘plafp’) Provide a detailed description of the student’s academic and functional performance by asking: 1 - How does the disability affect the student’s involvement and progress in general education settings? 2 - How does the disability affect the student’s ability to participate in various activities?

15. 14 The Content of the Individualized Education Plan 8VAC20-81-110.Individualized education plan (Section G) The IEP should include the following: –Measurable goals that are academic and functional in nature. –These goals should help the student make progress in the class; and in other school activities. –These goals must relate to the student’s area of need(s).

16. 15 The Content of the Individualized Education Plan 8VAC20-81-110.Individualized education plan (Section G) Benchmark and Objectives should be included in the IEP if determined appropriate by the IEP team. –This applies to students who take alternative assessments such as SOLs and VAAP.

17. 16 The Content of the Individualized Education Plan 8VAC20-81-110.Individualized education plan (Section G) The IEP should include the following: –Special Education Services and dates Access and develop skills in general education work and nonacademic activities Ways in which the student can participate with students without disabilities, in general education settings In place to help the student make progress towards the goals created –Related Services (if applicable), and dates

18. 17 The Content of the Individualized Education Plan 8VAC20-81-110. Individualized education plan (Section G) The IEP should include the following: –A statement that discusses the extent in which the student will not access least restrictive environment (LRE).

19. 18 The Content of the Individualized Education Plan 8VAC20-81-110.Individualized education plan The IEP should include the following, when considering state assessments and the instructional environment: –Accommodations and/or modifications that are appropriate if they will help a student, when taking state assessments and accessing instruction. –The IEP team can decide if the child should take alternative assessments, based on criteria.

20. 19 The Content of the Individualized Education Plan 8VAC20-81-110.Individualized education plan The IEP should include the following: –The Progress Section Students with special needs should receive reports stating the progress they are making towards their goals. Progress reports should be provided to parents when students without disabilities receive progress reports.

21. 20 The Content of the Individualized Education Plan 8VAC20-81-110.Individualized education plan (Section G) The IEP should include the following: - Information Regarding Transition Services There are two types of transition services 1 – Initial: Early Intervention to Early Childhood Must consider previous Early Intervention services to include: natural environments; school readiness; and includes pre-literacy, language, and numbers. 2 – Secondary: Elementary to Secondary Must include goals that are measureable; age- appropriate; and focused on the transitional needs of the student that will promote independence.

22. 21 The Content of the Individualized Education Plan 8VAC20-81-110.Individualized education plan The IEP must include the following: –Parental and/or Students’ Rights Parents and/or students must be notified of their rights during every meeting.

23. 22 Important Information Each IEP should have a very detailed PRIOR WRITTEN NOTICE (8VAC20-81-170 Procedural Safeguards) –This document should provide a detailed account of the information discussed during the meeting. –The prior written notice details the decisions made during the IEP meeting and any refusals made by the school division of requests made by the parent.

24. 23 The Reevaluation 8VAC20-81-70.Evaluation and reevaluation Annual Meetings –A student’s IEP should be reviewed annually Reevaluation Meetings –Are held when suspecting a new disability, or when adding additional disabilities Triennial Meetings –Are held every three years to see if students continue to qualify for special education services. –If a student continues to qualify, the disability label is evaluated (if applicable)

25. 24 During IEP meetings, Please Don’t Say… “We will not consider…” “I, or My Principal, or the District decided…” “He/She will not benefit from…” “I personally think…” - Please remember the IEP is developed as a team.

26. 25 Common IEP Errors Avoid: Ignoring referrals A lack of parental involvement A predetermined IEP Improper IEP team members Improper assessments Goals that are not measurable None, to inappropriate documentation that measures student progress Ignoring discipline procedures Having missed timelines Lengthy, or multiple meetings.

27. 26 Please Remember to: Reconvene: – when the student has met the goals –when the student is not making progress –at the parent’s request. Ask questions of the Special Education Director, or Lead Teacher Specialist Refer to Special Education Regulations

28. 27 Let’s Recap the IEP Component with a Video