IEPs for Dads A Non Emotional Outcome Based Approach To Collaborative Business

Agenda Individualized Education Plan/Program Establishing Eligibility Setting Goals Determining Services Placement Measuring and Reporting Progress Reviewing the Plan Transition to Life Resources

Individualized Education Plan Meeting Written Plan Procedural process Specifies expected outcomes and services Legal binding commitment of services Always changing based on need. For one child only Developed by the team. Cost is never a factor

Establishing Eligibility and Baselines

Initial evaluation Early Intervening services Referral for evaluation Consent for evaluation Time frames Staffing eligibility meeting One of fourteen categories Consent to initiate service Provision of FAPE Writing the plan. Present levels of academic and functional performance How disability impacts learning and access Sufficiently comprehensive not just category based

Setting Goals

IEP goals Measurable and obtainable Teach Skills Standards based Four domains Start with baselines and build Period of one year but can be shorter Mastery levels reflect progress Benchmarks if taking alternate assessment Once mastered new goals developed Starting from a baseline of X out of ten times, my child will learn this skill,X out of ten times as demonstrated by and reported to me how.

Determining Services

Special Education Goals drive service Specially designed instruction Related services Supplementary aids and supports Accommodations Modifications What service, how much, when, where, how delivered and who will provide To progress in the general curriculum Provide equal acces

Placement

In what setting? Decided only after the IEP is written IEP drives placement Least Restrictive environment Right not a privilege Cannot confer reasonable educational benefit Line of continuum Always striving to return to Least Restrictive

Reporting and Measuring progress

Reporting on the goals Specified on IEP Can be report card or as stated Evaluation criteria is what data is collected Mastery Levels Based on progress More or Different Continuous monitoring

Reviewing the Plan

Annual review At least once a year Can be requested at any time. No limit to the length or frequency of meetings to complete the IEP Have goals been mastered Do goals need to be added Is there a need for evaluation Reevaluation every three years

Transition to Life

Focus on life Gainfully employed Living independently Quality of life choice Starting at fourteen but can be sooner Must be in place at sixteen functional vocational evaluation Based on post school outcome statement Measurable transition goals Determine course of instruction Age of majority Summary of Performance

Resources

Central Florida Parent Center Florida Technical Assistance Paper All about the IEP NICHCY National Parent Technical Assistance Center

Wilbur Hawke