Transcript
IEP BasicsThe Nuts and Bolts of anIndividualized Education Program.
Every student can learn, just not on the same day, or the same way. ~George Evans
Oregon Family Support Network
1. What is Special Education?
1. How does a student qualify for an Individualized Education Program (IEP)?
3. Who’s part of the IEP team?
4. The components of the IEP
5. Parent/guardian rights
Topics include:
What is Special Education??
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Federal:Individuals with Disabilities Education
Act (IDEA)
US Dept. of Ed:
Regulations
State: OR Revised
Statutes
OR Administrative
Rules (OARs)
School District PolicyIt’s the
Law
Purpose of the IDEA:“…to ensure that all children with
disabilities have available to them a free, appropriate public
education…designed to meet their unique needs…
AND to ensure that the rights of children…and parents of such children
are protected…”
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In other words…the school district must
provide a FAPE for your child
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Free – At no cost to the parents
Appropriate – (Appropriate does not mean “best”)
Public - Provided by the public school district
Education - Based on the unique needs of the child
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How does the school district ensure they’re
providing a FAPE for your child?
By developing an Individualized Education Program (IEP)
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So What is an IEP?
Let’s start by looking at eligibility…
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Individualized Education Program (IEP): Who Qualifies?
Children and youth, birth through 21, may be eligible in Oregon under 11 qualifying disability categories:
• Intellectual Disability
• Deaf/Blindness
• Vision Impairment
• Emotional Disturbance
• Orthopedic Impairment
• Communication Disorder
• Autism Spectrum Disorder
• Traumatic Brain Injury
• Specific Learning Disability
• Other Health Impairment
• Hearing Impairment
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A child must meet the minimum educational criteria for one of the categories
ANDIt must be determined that the child’s disability
has an adverse impact on the child’s educational performance (including functional
performance) to the extent that they need special education services.
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IEP Eligibility Process
Referral by parent or
school
Initial Screening & meeting to
discuss evaluations
Full comprehensive
Evaluationand
EligibilityMeeting
Meeting to develop the
IEP
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What’s up with all these
meetings? Who are
these people?
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TEAM
Parent
Child
General Ed
Teacher*
District Rep
Special Ed
Teacher
Assess-ment
Person
Special Expertise
People
Transition Person
The
IEP Team
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Required*if the student is or may be in the regular
education environment
Required (if evaluations
are done)
Invited (not required)
IEP team members can wear different “hats”.
Example: A school psychologist could also serve as the “District Representative”
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The District Representative is someone who is:
1. Knowledgeable about the general education curriculum
2. Knowledgeable about district resources, AND
3. Authorized to commit district resources and ensure that services set out in the IEP will be provided.
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Even though some team members may have more than one role (i.e. wear more than one “hat”), the IEP team should include at least
3-4 people (including the parent).
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At the meeting remember these Golden Rules:
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Listen more than you talk
Ask questions to clarify the other side’s position
Treat other people with respect
Work toward interests
Get it in writing
Avoid the Deadly Sins
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Blaming and shaming
Criticizing or finding fault
Sarcasm, scorn and ridicule
Judging, patronizing and bullying
The Individualized Education Program (IEP)Oregon Family Support Network
A Closer Look
The IEP is Both a Document and a
Process
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IEP Creation
Implementation
Evaluation
Required IEP Content
• Present Levels
• Annual Goals & Objectives
• Measuring Progress
• Specialized Instruction
• Related Services
• Accommodations and Modifications
• Dates and Places
• Supports for School Personnel
• Participation With Non-disabled Children
• Extended School Year
• Transition Services, Age 16
• Age of Majority
• State and District-wide Assessments
• Placement (LRE)Oregon Family Support Network
Communication
Needs
Special Factors…What are the Student’s:
Assistive
Technology
Needs
Positive Behavior Strategies and Interventions – for
children with behaviors that interfere with learning
Language Needs
(limited English
proficiency)
Special Factors could also include:
Needs
related to
Vision
Impairments
Needs related to hearing
impairments
The Heart of the IEP
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The Present Levels of Academic Achievement and Functional Performance
Leads to: Specialized Instruction Related Services Annual Goals Placement
The Present Levels Should:
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Reflect the evaluation results
State strengths as well as problems and needs
Include information about the child and how he or she
learns
Be objective and measurable
Address all areas of need, even if not typical for the disability
Use language that is easily understood by all Team members
The Present Levels Describe:
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Where the child is right now: including strengths
How the disability affects participation and progress in the general curriculum
The academic, developmental and functional needs of the child
The Present Levels Include:
The Concerns of the Parent!
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The present level of academic
achievement & functional
performancesets the stage
for developing IEP goals!
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Remember…
Annual Goals: Identify an area of focus (from Present Level statement)
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ASK: Is it measurable ?
how will you know when it is mastered?
Do I understand it?
Is it reasonable?
In other words…Is it SMART?
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Annual Goals:
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Should be tied to general curriculum
Annual Goals Must Be:
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Based on the student’s assessed needs and;
Must be individualizedto the student.
Annual Goals:
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Must be changed if the student is
not learning.
Measuring Progress
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Goal One
Goal Two
How will progress toward the annual goal be measured
(criteria, evaluation)?
How will parents be regularly informed of progress (e.g.
written report)?
Measuring Progress
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Goal One
Goal Two
When will parents be provided a
progress report (e.g. “quarterly”)?
Special Education Services
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Specially Designed Instruction
Related Services
Accommodations and Modifications
Supports to School Personnel
Specially Designed Instruction:
“Is changing the content, methodology or delivery of instruction based on the individual student’s
needs”.
SDI may include: reading, writing, math, behavior, transition, social/emotional, and speech/language
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Related Services:
Includes services to assist a child with a disability to benefit from special education.
Example: transportation, physical & occupational therapy (PT & OT), speech language pathology
(SLP) audiology services, etc.
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Participation With Non-disabled Peers
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Lists the extent to which the child will not participate with non-disabled peers, and explains why.
Including:
Extracurricular activities.
Non-academic activities.
Extended School Year
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ESY services must be
provided if the IEP team
determines that these
services are necessary for
the student to receive a free
appropriate public
education.
ESY is NOT the same as
summer school!
Extended School Year
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IEP teams must consider regression(loss of skills) and recoupment (how fast skills are regained)
IEP teams may consider other factors
ESY is only for maintenance of skills
Extended School Year
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Regression: a significant loss of skills or behavior in any area specified on the IEP as a result of interruption of school services (i.e. a long break).
Recoupment: Recovery of skills or behavior specified on the IEP to a level demonstrated before the interruption of services.
For Transition Age Students (16+)
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The Transition IEP Includes:
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Post-secondary goals, Course of Study, and PINS (Preferences, Interests, Needs, Strengths).
Annual Transition goals based on the Post-secondary goals
Information on the Diploma track Notice of Transfer of Rights (at
least one year before student turns 18) and AGE OF MAJORITY
Placement:
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Is determined AFTER the IEP is Developed and DRIVEN by the IEP
Considers the regular Ed classroom, in the neighborhood school first
Placement:
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Districts should offer a continuum of placement options
Is made in the Least Restrictive Environment for the child
Continuum of Placement Options could be:
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General Ed. Class with Resource pull-outs (40% of school day or less)
General Education Class with In-class Supports
Special School
General Education classroom (Least Restrictive)
Self-contained classroom
Residential/ day treatment
Home Placement(Most Restrictive)
Least Restrictive Environment
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Placement decisions include:
The academic benefits to the child (in a regular-ed classroom).
The non-academic benefits (social, positive peer modeling, etc.)
Least Restrictive Environment
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The effect on the teacher and on other students’ education
The cost, including supplementary aids and services
Planning & Preparing
for theIEP
meeting
Review Written Information
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Review school work; notes from teacher;
personal observations
Get and/or review copies of your child’s
educational and medical records
Write down obstacles that may have gotten
in the way of your child’s academic or
social needs.
REVIEW YOUR CHILD’S CURRENT IEP!
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Parent ConsiderationsWhat are your ideas about your child’s:
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Strengths and Needs
Motivation: what works? What doesn’t?
Specialized instruction and related services you believe are
necessary
Specific skills and concepts you want your child to learn
Think about:
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What major things would you like your child to accomplish
this year?
Think about and list expectations on:
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Progress reports – in what form and how often?
Home/school communication
Think about and list expectations:
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What accommodations and modifications work
for your child?
State and district-wide assessments
Accommodations:
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An accommodation allows a student to complete the same homework, test, (etc.) as other students, but with a change in presentation, response, setting, timing or scheduling.
Accommodations do not change the learning expectations for the student.
Modifications:
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A modification is an adjustment to an assignment or test that changes the standard of what the student is supposed to learn and what the assignment or test is supposed to measure.
Example: a student receiving an alternate assignment that is more easily achievable then the original assignment.
Document, Document, Document!
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Keep a file or binder on your
child
Document important
communications
Document, Document, Document!
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If it’s not written down it never happened or it wasn’t said.
Written documentation is less likely to be misunderstood or
forgotten.
Parents Have the Right To:
Have IEP meetings scheduled at a mutually convenient time &
place
Invite a friend, professional or an
advocate
Be notified in writing before the IEP meeting
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Parents Have the Right To:
Have your child attend the meeting (when appropriate)
Help develop your child’s IEP
Request an IEP meeting at anytime (District can refuse
request)
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Parents Have the Right To:
Have a copy of your procedural safeguards
Put it in writing & have it put in writing (prior written notice)
Receive a copy of the IEP
Document your disagreement
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Prior Written Notice:
School districts must provide certain information to parents in writing whenever it proposes or refuses actions that will affect
special education services.
Including: proposals to initiate or change the identification,
evaluation, placement or the provision of a FAPE (free,
appropriate, public education).
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The IEP is not Etched in Stone
A meeting can be called by any team member to make changes to the IEP whenever there is a need
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OFSN Statewide Office:
1300 Broadway St. NE, Suite 403Training dept. Suite 102Salem, OR 97301
503-363-8068 – Phone503-390-3161 – FAX
Twitter: @OregonFSNwww.ofsn.org
OFSN’s Statewide Training Program:
Tammi Paul, Training Managertammip@ofsn.net
Victoria Haight, Training & Curriculum Coach victoriah@ofsn.net
Shawna Canaga, Statewide Trainershawnac@ofsn.net
Lane Imbler-Bremner, Administrative Assistantlaneib@ofsn.net
Shannon Boyette, Peer Coach & TA CoordinatorShannon@ofsn.net
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