1. IEP Training for Kansas Schools 2013 – 2014 Kansas State Department of Education Technical Assistance System Network (TASN) Overview and Preparation for the IEP

2. TASN Introduction 2

3. Overall Purpose of IEP Core Training Provide Kansas district IEP facilitators with materials and resources to support local personnel in developing Individualized Education Plans Provide up-to-date information on requirements for IEPs Provide recommended practices for developing high-quality IEPs 3

4. The IEP training materials include modules on: Preparing for the IEP Present Levels of Academic Achievement and Functional Performance Measurable Annual Goals, Objectives and Benchmarks Supplemental Aids, Services, and Placement Early Childhood IEPs Developing Transition Plans for Adult Services 4

5. Each module includes: For Facilitators Power Point presentation with notes, including the answers to the activities Activities Handout Resources Handout For Participants Power Point slides with lines for notes. Activities Handout Resources Handout 5

6. PREPARING FOR THE IEP 6 IEPs

7. IEP requirements are only a piece of the puzzle 7 IEPs FAPE EVALUATION PARENTS STUDENTS LRE PROCEDURAL SAFEGUARDS IDEA 2004

8. 8 IEP Preparing for the IEP requires the right mix of information and people:

9. Collecting Student Data Results of most recent evaluation Results of current assessments Progress monitoring data Samples of student work Behavioral observations Impact of instructional or behavioral strategies Impact of accommodations and modifications Reports from parents 9

10. Future vision for student 10 Person-centered plan: Hopes, dreams, concerns, etc. of family, friends, and student

11. Developing a Vision for the Student 11 For students who need secondary transition planning, the students’ strengths, needs, preferences, and interests must be considered in the development of the IEP There must be documentation that the parent’s concerns were considered when planning the IEP.

12. 12 IEP Preparing for the IEP requires the right mix of information and people: People Parents Student General Ed Teachers LEA representative Evaluation specialist

13. Required Members of the IEP TEAM  Parents/education advocate  Not less than one regular education teacher of the child, if the child is or may be participating in the regular education environment  Special education teacher  Qualified LEA representative 13  Someone to interpret evaluation results  Student, when appropriate  Others with special knowledge or expertise about the child, including related services personnel as appropriate and transition services (e.g., outside agency) participants where relevant

14. Excusals from the IEP Meeting Required Members of the IEP team may be excused: When the member’s curriculum area or related service IS being discussed, if 1) the parent and the LEA consent in writing to the excusal AND 2) the member submits written input to the parent and the IEP team prior to the meeting OR When the member’s curriculum area or related service IS NOT being discussed, if 1) parents and agency agree in writing that the member’s attendance is not necessary because that member’s curriculum area or related services is not being discussed 14

15. Written Consent for Excusal is Needed Only for Required Team Members

16. Strategies for Maximizing Participation Parents Students General Education colleagues 16

17. Preparing Professionals to Involve Parents as Partners Recognize: Parents ARE involved with their children – maybe not with the school! IEP partnership is based on a long-term climate of respect, commitment, and trust Parents find IEP meetings highly stressful Cultural differences make a difference in participation 17

18. Preparing Parents to be Involved in IEP Decision Making  Provide information ahead of time  Create a safe atmosphere  Provide checklists  Review previous IEP and progress on goals What other strategies can teachers use to get parents involved? 18

19. Parent Resources Direct parents to additional resources, including: National parent organizations and advocacy resources State parent organizations Kansas Parent Information Resource Center (K-PIRC) Families Together LEA or other local community family supports 19

20. “If a student floated in a lifejacket for 12 years, would he/she be expected to swim if the jacket were jerked off?” Mary E. Morningstar, PhD © 2005 Involving Students in IEPs:

21. Inviting the Student to the IEP Prepare the student for participating in the IEP meeting. Support the student in developing self-determination skills. For students 14 and older, there must be documentation that the student was invited even if it is known he/she cannot attend.

22. Preparing General Educators to be Involved in IEPs 1.Build a positive & trusting relationship with general education colleagues serving the student 2.Educate general education teachers about the IEP process 3.Have a dialogue about basic requirements for success in the general education class 4.Discover the general educator’s concerns and needs for support to effectively include the student 5.Include the general educator in collecting assessment data 22

23. Involving Participants in IEPs

24. Preparing Notice of Meeting Provide 10 calendar day notice Date, Time, Location of meeting Purpose of meeting Titles or positions of people who will attend Inform Parent of right to invite individuals whom parents believe to have knowledge or special expertise about their child 24

25. Who can give consent for educational decisions? Parent is available: Natural (biological) parent(s): Notify both parents unless a court order precludes this from happening. Consent from one parent is sufficient. Adoptive parent(s): If adoption is not final, an education advocate is needed; Guardian: “Letters of Guardianship” issued by a court. Parent is unknown or unavailable (Person acting as a parent): Person Acting as a Parent: A person other than a parent who is legally responsible for the welfare of a child. Education Advocate: Appointment as education advocate completed Foster parent: If appointed as education advocate The student at age 18: At age 18 the student becomes his/her own educational decision-maker unless otherwise determined by a court 25