Presentation on theme: "Understanding your child’s IEP. The Individualized Education Plan (IEP) is intended to help students with disabilities interact with the same content."— Presentation transcript:
The Individualized Education Plan (IEP) is intended to help students with disabilities interact with the same content as their non- disabled peers. All students, regardless of their age or disability, can be and are encourage to be involved in the development of their own IEP. The IEP must focus on the student’s ◦ Preferences ◦ Interests ◦ Needs ◦ Strengths
The Individualized Education Plan (IEP) is a legal document developed by the IEP Team. This team can include: ◦ Parents ◦ Students (at age 14 or older) ◦ Special Education Teacher ◦ General Education Teacher ◦ Administrators ◦ Related Service Providers Occupational Therapy (OT), Physical Therapy (PT), Speech Therapy or other service providers the child may qualify for.
The IEP is a plan written specifically for your child. A new IEP must be written at least every 12 months (once a year). You have the right to invite anyone to attend the meeting. Names and Signatures of all individuals attending the meeting are required. When you sign the IEP, it does not mean things cannot be changed or adjusted, it can be AMENDED if changes need to be made.
Step 1: Child is identified as possibly needing special education and related services. Step 2: Child is evaluated. Step 3: Eligibility is decided. Step 4: Child is found eligible for services. Step 5: IEP meeting is scheduled. Step 6: IEP meeting is held. Step 7: Services are provided. Step 8: Progress is measured and reported to parents. Step 9: IEP is reviewed. Step 10: Child is reevaluated.
“Child Find” ◦ Requires that school districts to identify, locate, and evaluate all children who may require special education. Referral or request for an evaluation ◦ A school professional or parent may request an evaluation.
School Parents Timelines Evaluation Must assess the child in all areas related to the child’s suspected disability. Results will be used to determine the child’s eligibility for special education and related services. They will also be used to make decisions about the educational program for the child.
The IEP team will look at the results of the evaluation to determine if the child has a disability as defined by IDEA. If parents disagree- ◦ Parents can request that their child be evaluated by an Independent Educational Evaluator. If the child is found to have a disability, they are eligible for special education and possibly for related services. The IEP must be written within 30 calendar days of the date the Education Team Report (ETR) is signed.
The school will schedule and conduct an IEP meeting. ◦ Staff must: Contact participants, including parents; Notify parents early enough to allow time for participation; Schedule the meeting at a time and place agreeable to parents and school; Tell parents the purpose, time and location of the meeting; Tell parents who will be attending; and Tell parents that they may invite people to the meeting who have knowledge or special expertise about the child.
Before the Meeting ◦ Request a draft copy of the IEP in advance ◦ Know what components are included in the IEP ◦ Request other records and reports from the school ◦ Collect any current medical information ◦ Make notes about the services or other items you want to discuss ◦ Read all invitations and other materials ◦ Sign and return the invitation ◦ Provide all your requests in writing ◦ Keep a copy for your records
The day of the meeting ◦ Arrive on time ◦ Bring the draft copy of the IEP ◦ Ask questions when you don’t understand something ◦ Make your points clear ◦ Be realistic about your child’s abilities ◦ Voice your opinions in a constructive way ◦ Be sure you receive a copy of the final, agreed upon, IEP
There are six major components of the IEP: ◦ A statement of future planning for the child; ◦ The present levels of performance of the child; ◦ Measurable annual goals and objectives; ◦ Method and frequency for reporting progress on the annual goals; ◦ Identification of necessary services including special education and related services; ◦ A determination of the least restrictive environment in which to provide the services.
Accommodations allow a student to complete the same work (assignment, quiz, test, project, etc.) as other students. ◦ Can be a change in the timing, formatting, setting, scheduling, response and/or presentation. ◦ Accommodations do not alter what the test or assignment measures in any way. Modifications are used to adjust an assignment, a test, or the curriculum. ◦ They change the standard or what the test or assignment is supposed to measure. For example: Student may complete work on part of the standard, student may complete an alternate assignment or test that is more easily achieved by the student.
Accommodations and modifications must be documented in the students IEP Must focus on meeting the needs of the student Are meant to help the student show his or her knowledge Are not given to eliminate the need to work, study, or learn ◦ Students are still expected to grow and develop Over accommodating or modifying can hinder student development
Stay involved with your child’s education Make time to make learning a priority Communicate concerns about your child’s education, learning, needs, and progress Don’t be afraid to ask questions Get your child to school on time daily Look at your child’s schoolwork daily Ensure your child is eating and sleeping well Help with schooling (homework, studying, etc.) Monitor academic progress Monitor progress on IEP goals and objectives Schedule and attend conferences with teachers If you feel the needs of your child are not being met, ask to reconvene the IEP team
Participation Notice of Procedural Safeguards Prior Written Notice Written Consent Transfer of Rights
The IEP will be reviewed annually ◦ This is a minimum ◦ The IEP can always be reviewed anytime there is a need or concern Any IEP team members can call a review meeting During this time, the IEP will be revised to meet the changing needs of the student
The child on an IEP must be re-evaluated a minimum of every three years ◦ This is done to find out if the student continues to qualify as a “child with a disability.” ◦ If conditions indicate that the child needs to be reevaluated sooner, he/she can be. A re-evaluation must be done when determining if a child no longer qualifies as a “child with a disability.”
When need arises, who should you contact? ◦ To best meet the needs of your child, follow this chain of communication: Student’s teacher(s), Building Principal, Special Education Supervisor
Your questions are important to us! ◦ Please write any questions on a note card; ◦ Provide your name and contact information (email or phone number); ◦ Your questions will be answered through your preferred method of contact.