Copyright © 2007 by Allyn & Bacon The IEP Process for General Educators, based upon Chapter 2 Sharon Vaughn Candace S. Bos Jeanne Shay Schumm
Copyright © 2007 by Allyn & Bacon The IEP Vocabulary Goal: A “FAPE” in the “LRE” The tools: The people: IEPMDT IFSPLEA 504 PlanSEA RTI
Copyright © 2007 by Allyn & Bacon Steps in Special Education Process Before referral—Pre Referral Process Step 1: Initial referral. Step 2: Individual evaluation. Step 3: Determining Eligibility. Step 4: Individualized Education Program (IEP). Step 5: Annual review/reevaluation.
Copyright © 2007 by Allyn & Bacon The Individualized Education Program (IEP) Developed and implemented by the multidisciplinary team (MDT)
Copyright © 2007 by Allyn & Bacon IEP Must Include Student’s present levels of performance Measurable annual goals Special education and related services to be provided to the student Statement of program modifications or supports An explanation of the extent, if any, to which student will not participate with non- disabled peers
Copyright © 2007 by Allyn & Bacon IEP Must Include Individualized modifications for state or district wide assessments Projected date for the beginning of services How progress towards annual goals will be measured method to inform parents of their child’s progress toward annual goals A transition statement
Copyright © 2007 by Allyn & Bacon Persons Who are Required by law to Attend the IEP Meeting Representative of the local education agency School representative other than the teacher Parents or guardians Student Student’s teacher Others whom the parents or school believe can help develop the IEP
Copyright © 2007 by Allyn & Bacon Multidisciplinary Team (MDT) Should Include: Representative of the local education agency Classroom teacher Special education teacher Parents or Caregivers Evaluation specialist Student Professionals from related services
Copyright © 2007 by Allyn & Bacon The IEP TASK—What Do General Education Teachers Need to Know? Meet in your small groups Review the IEP together Identify information that you: – Must know – Good to know – Interesting, but not directly related to your role Share with other groups
Copyright © 2007 by Allyn & Bacon IEP—What Do You Need to Know? IEP SectionNeed to KnowGood to KnowNot Needed Parent Student Concerns Strengths & Key Eval. Results Vision Present Levels of Ed Perform A. Progress Report: Current IEP Transition Plan Eligibility Determination
Copyright © 2007 by Allyn & Bacon IEP—What Do You Need to Know? IEP SectionNeed to KnowGood to KnowNot Needed Current Perform Meas. Annual Goals Service Delivery Non-participation Justification Schedule Modification Transportation Services Placement Consent State or District Assessment
Copyright © 2007 by Allyn & Bacon Responsibilities of Classroom Teachers Participating in the referral and planning process Response to intervention (RTI) Consultation Adapting Instruction Collaboration