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I.E.P. on IEPs: Information Especially for Parents on Individualized Education Programs.

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Presentation on theme: "I.E.P. on IEPs: Information Especially for Parents on Individualized Education Programs."— Presentation transcript:

1 I.E.P. on IEPs: Information Especially for Parents on Individualized Education Programs

2 What is an IEP? Individualized Education Program
Each student in special education must have one Written document Developed by an IEP team Parents must be involved

3 What is an IEP? Students can be involved Reviewed at least once a year
More often if needed Revised as student progresses Most important word is INDIVIDUALIZED

4 The program must be: Created just for that student
Based on the student’s strengths and needs Designed for the student to make progress in academics and functional skills

5 How does the IEP process work?
An IEP team is formed As parents, you are the only team members who will remain constant throughout your child’s education

6 The IEP team is required to include:
The student’s parents At least 1 regular education teacher At least 1 special education teacher A representative of the school district who can provide or supervise special education and who is knowledgeable about the curriculum and the district’s resources

7 The IEP team must include:
A person who can interpret evaluation results Others invited by the school or the parents who have knowledge or special expertise about the student The student, whenever it is appropriate

8 IEP Meetings are held: At least once a year
More often if the parents or school request it At a time and place that is as convenient as possible to all participants

9 Parents are entitled to:
Receive prior notice of the meeting and the issues to be discussed Be given reasonable time to prepare for the meeting Ask for the meeting to be rescheduled to a more convenient time if necessary

10 The IEP team must consider:
The strengths of the child The concerns of the parents The results of an initial evaluation or the most recent re-evaluation The academic, developmental and functional needs of the child

11 Special considerations may apply:
Behavioral interventions or supports if the child’s behavior interferes with learning Language needs of the child if the child is not proficient in English Instruction in Braille if the child is blind or visually impaired

12 Special considerations may apply:
Language and communication needs if the child is deaf or hearing impaired The need for assistive technology devices or services

13 What should the IEP contain?
Think of the components of the IEP as the “GAME PLAN” for your child’s education The team sets goals, follows the plan, celebrates achievements, and makes adjustments as needed

The PLAFFP is the statement of the student’s Present Levels of Academic Achievement and Functional Performance Academic achievement means classes like reading, English, math, science, and social studies

Functional performance means how the student is doing in learning practical skills of daily living. The PLAFFP should explain how your child’s disability affects progress in the general education curriculum

This is the place to record your child’s strengths, interests and preferences and your concerns as parents Include information about the student’s progress, needs, and expectations for the future The PLAFFP is used to develop IEP goals and plan appropriate services

17 “GOALS”: Statement of measurable annual goals
Including academic and functional goals that are designed to: Enable the child to be involved in and make progress in the general education curriculum Meet the child’s educational needs that result from a disability

18 MEASURABLE GOALS Concentrate on the word MEASURABLE
How will you and the other members of the IEP team be able to tell how much progress your child is making? The goals should make that clear

19 “SCORING” The IEP must contain:
A description of how the child’s progress toward meeting annual goals will be measured and when progress reports will be made to parents Parents of students with IEPS must receive progress reports at least as often as parents of general education students May take forms other than report cards

20 “STRATEGIES” Statement of Special Education and Related Services
that are to be provided to the student so that the student can: Make progress toward annual goals Be involved in and make progress in the general curriculum Participate in extracurricular and other non-academic activities Be educated and participate in activities with other children, both with and without disabilities

21 “STRATEGIES” Statement of Special Education and Related Services
Statement should describe modifications, services, and aids specific to your child May include training or resources teachers need to support your child’s learning

22 “PLAYERS” participation in activities with all students
The IEP must include an explanation of the extent (if any) to which the student will not participate in regular education classes and in activities with non-disabled students If the student is going to be educated in a more restrictive setting, the reasons must be explained

23 “PLAYERS” participation in activities with all students
Children with disabilities should be included in all activities including lunch, recess, P.E., music, art, and after-school activities, with non-disabled peers unless there are specific reasons they cannot The reasons must be due to the needs of the child, not the convenience of others

24 “PLAYOFFS” Participation in Assessments
The IEP must include a statement of any accommodations that are necessary for the student to participate in district-wide and state-wide assessments that measure academic achievement and functional performance.

25 “PLAYOFFS” Participation in Assessments
Standardized tests like ITBS (Iowa Tests of Basic Skills) and ITEDS (Iowa Tests of Educational Development) Identify needed accommodations Explain if student requires an alternate assessment (only about 1% of students)

26 “SCHEDULE” for delivery of services
The IEP must include the projected date for services and modifications to begin and the anticipated frequency, location, and duration of those services and modifications.

27 “SCHEDULE” for delivery of services
The IEP should explain: What services, modifications and supports will be provided Who will provide them When they will start Where they will be provided How often they will be provided How long they will continue to be provided

28 “GOING PRO” Transition Planning
In Iowa, beginning not later than the first IEP to be in effect when the student turns 14, the IEP must include a post-secondary transition plan. To ensure IEP goals are designed to help the student reach after-high school goals

29 “GOING PRO” Transition Planning
The transition plan should include: Measurable post-secondary goals related to training, education, employment, and if needed, independent living skills A description of transition services including the courses of study needed to reach post-secondary goals for living, learning, and working

30 “GOING PRO” Transition Planning
By age 17, a statement that the student has been informed of his or her legal rights under the IDEA that will transfer to the student on reaching legal adulthood (age 18 in Iowa)

31 A Little Final Coaching for Parents
Parents and the student have important roles in developing and revising the IEP and must have the opportunity to give meaningful input Parents are involved in decisions about both the program and the child’s placement

32 A Little Final Coaching for Parents
The key word is INDIVIDUALIZED – your child’s IEP must be designed to build on his or her unique strengths and meet his or her specific needs.

33 A Little Final Coaching for Parents
The instructional program (WHAT and HOW your child will learn) must be designed BEFORE the IEP team decides WHERE it will happen (general education classroom, special education classroom, or other setting): educational program FIRST placement SECOND

34 A Little Final Coaching for Parents
The IEP must contain objectively measurable goals and be designed to offer meaningful progress in academic achievement in the general education curriculum and in functional performance

35 Strong Parent Voice The bottom line is that the IEP process is your opportunity to have a strong voice in your child’s education and help design a program that is effective in meeting your child’s needs. The better you understand the process and your role in it, the better advocate you can be for your child.

36 Just ASK Us ASK Resource Center For more information contact:
The Parent Training and Information Center of Iowa 321 East Sixth Street Des Moines, IA Phone: Toll free: Fax:

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