1. The Individualized Education Program: The Mantra of Special Education
Training Workshop for Teachers By
Dr. Williams Emeka Obiozor
OneStreet Consulting Limited

2. IDEA 1990 Individuals With Disabilities Education Act Each state & locality must have a plan to ensure the following:
Screening/Identification
F.A.P.E.
Due Process
Parent/Surrogate Consultation
Least Restrictive Environment
Individualized Education Program (IEP)
Non Discriminatory Evaluation
Confidentiality
Personnel Development, In-service

3. (source: http://concordspedpac.org/WhatIEP.htm)
What IEP Means….!
An Individualized Education Program (IEP) describes the educational program that has been designed to meet a child's unique needs. 
(source:

4. Components of IEP Legally binding document.
Plan for every child who receives special education and related services.
Designed for one student.
Individualized document.

5. Components of IEP
Cornerstone of quality education for each child with disability.
Collaboration between parents of disabled children and school district personnel to develop an IEP.

6. Why IEP? IEP comes in when a child ……….
Is identified as having one or more of the 15 disabilities defined in state and Federal laws. (Which ever law provides the most coverage, is law that is applied.)

7. Emotional/Behavioral Disability
Types of Disabilities
Learning Disability
Emotional/Behavioral Disability
Mentally Challenged
Physical Disability
Mental
Retardation
(01)
Visual
Impairment
(05)
Hearing
Impairment (02)
Emotional
Disturbance
(06)
Speech or
Lang. Impairment
(04)
Orthopedic
Impairment
(07)
Deaf (03)

8. Types of Disabilities Other Health Impairments (08) Specific Learning
(09)
Developmental
Delay
(15)
Autism
(14)
Multiple
Disabilities
(10)
Traumatic
Brain
Injury (13)
Deaf-Blindness
(12)

9. Why IEP? IEP also comes in when a child ……….
Is unable to progress effectively in regular education as a result of the disability.

10. Which Progress? Test scores Academic achievement Social skills
Other individual or specific variables

11. Why IEP Teams Meet?
Review student’s existing data and determine need to conduct assessment.
Evaluation review and determine eligibility/need for special education and related services.
Provide an Annual Review, other Review of the program, and to revise the IEP and placement if necessary.

12. Why IEP Teams Meet? Cont’d.
Develop an IEP, determine special education and related services, supplementary aids and services needed, and determine placement in the least restrictive environment.
Consider Extended School Year (ESY) services.

13. Why IEP Teams Meet? Cont’d.
Determine if a child’s behavior, resulting in suspension or recommendation for expulsion, was a manifestation of his or her disability.
Develop or Review a Functional Behavior Assessment; a Behavior Intervention Plan.
Other (Specify) _________________

14. IEP Team/Participants
Administrative designee
Special Educator
Regular Educator
Psychologist
Speech Language Therapist
Student
Parent/Guardian/Surrogate

15. The Meeting Process Introduction of team members/participants
Present the Procedural Safeguards-Parental Rights Document (review with parent/signature)
Purpose of the meeting:

16. Meeting Process – cont’d.
Annual IEP Review
Assessment Review
IEP Development
IEP Placement
Transition Plan Development
Consideration of Reevaluation
Review of Behavioral Matters
Other ____________________

17. Review Of Current Program
Special Education – Hours of Service
Disability
LRE Placement
Review of IEP Goals and Objectives
(List briefly the goal area(s) followed by progress on the short term objectives).

18. Regular Education Classroom Report
Include a review of the effectiveness of supplementary aids and services provided.
* * *
Summary of Current Status in
Pennsylvania System of School Assessment (PSSA) or
Pennsylvania Alternative System of School Assessment (PASSA).
* Graduation Requirements:
Diploma
Certificate

19. Parent/Student Input
Assessment Review/Eligibility for Special Education and Related Services
Yes No

20. IEP Development Student Information Present Levels of Performance
Special Education Needs
Strengths
Graduation Status
Transition Planning

21. Annual Goals and Objectives
Instructional Accommodations Worksheet
Specific Special Education Services, Related Services, Transition Services Required to Implement this IEP in the Least Restrictive Environment (LRE)
Service – Hours – Initiation - Duration

22. Description of Service Delivery
Student Medical Eligibility
MA Number
Physician
Recommended Service Coordinator(s)
IEP Environment/Reasons – regular school/regular classroom; regular school/regular and special classrooms; regular school, special classroom.

23. List of Supplementary aids and services
Opportunities for participating in non-academic and extra curricular activities with non-disabled peers:
Transportation:
Regular bus
Special bus
List of all Non-Academic Activities – check the applicable areas.

24. IEP Team Consideration of Evaluation
Revision of Existing Data/Descriptions of continued impact of disability on classroom performance….
Review of team’s determination for information/additional data or not…
Identification of the types of assessment
Due date for Evaluation/Review/justifications

25. Review of Eligibility for ESY
Follow the Criteria with your reasons for either acceptance or rejection.
Identification of Critical Life Skills.
ESY Recommended.
ESY Not Recommended.
Summary of Team Discussions.
Team Approval of IEP/Placement or Dismissal from Special Education.
Parent/Student Approval of IEP/Placement.
Signatures – Team members and Parents.

26. PARTICIPATION & ATTENTION!!
What else?
Hey!
You’ve just chaired an amazing Individualized Education Program meeting!
CONGRATULATIONS!
…AND THANKS FOR YOUR
PARTICIPATION & ATTENTION!!