IEP How to be an IEP (Informed Effective Parent) Team Member For Parents of Children Receiving Preschool Special Education Services Anne Arundel County.

How to be an IEPIEP(Informed Effective Parent)

Team MemberFor Parents of Children Receiving Preschool Special Education

Services

Anne Arundel County Public SchoolsAnne Arundel County Public Schools

Partners for Success Resource CenterPartners for Success Resource Center

410-222-3805410-222-3805

[email protected]@aacps.org

Core Assumptions

All children have dignity, potential, and talents as well as the right to an education that allows them to develop those abilities fully and contribute to society (Senge et al., 2000).

All families want the best for their children and can be valuable resources to the school community (Henderson et al., 2007).

Partnership entails clarifying and sharing roles and responsibilities (Lawrence-Lightfoot, 2003).

Partnership

Partnership is a relationship between two people in which each has equal status and certain independence but also some obligation to each other.

Equal in value and status. Partnerships require sharing knowledge for the good of the child.

Independence in regard to each partner’s ability to bring viewpoints and contributions for cooperative decision making.

Obligation or responsibility to work together for the child’s education.

Teamwork

Teamwork is the concept of people working together cooperatively.

Coming together, sharing together, working together, succeeding together

Unknown

Special Education Process

Special Education Process

Screening

Evaluation

Eligibility

IEP/IFSP* Developme

nt

Instruction

Annual Review

I nformationGathering

Planning

ProgrammingAcceptance

Checking Upup

Eligibility

ServicesNeeded

Instruction

ScreeningRequested

Evaluation

IndividualizedEducationProgram

AnnualReview

Awareness

Parent Parent CycleCycle

Special Special Education Education ProcessProcess

Screenin

gScreening Requested

When parents or teachers notice that a child is having difficulty learning and a disability is suspected, they should give that information in writing to the school principal.

Screening Completed by the IEP Team

A team of people from the school will gather available information about the child. The team will consider whether the child has responded to scientific, research-based intervention as part of the process of determining whether a disability may exist. Then together with the parents, the team will conclude if an evaluation is needed or appropriate. Written permission is obtained from the parents to conduct the evaluation process.

Evaluatio

nAn evaluation is a careful look by a team of teachers and specialists at a child’s abilities, strengths and weaknesses. It provides information about the child’s educational needs based upon a multi-disciplinary battery of standardized assessments through individualized testing of the child.

Eligibility

The IEP team, which includes the parents, meets to review the evaluation results and determines if the student is eligible for special education services under federal guidelines. An IEP must be developed as soon as possible once the student has been identified with a disability and in need of special education services. If the disability suspected is not confirmed, alternative intervention strategies will be designed to address the presenting problem.

IEP DevelopmentThe IEP team meets to determine what special education instruction and supports are required to meet the child’s educational needs. An IEP is then developed which may require related services (e.g. speech/language therapy, occupational therapy, physical therapy, etc.) in addition to specialized instruction.

The IEP is written and approved and will be implemented as soon as possible.

IFSP Extension Development

The IFSP Extension will allow parents of students who previously received services under an IFSP and who are determined eligible for IEP (Part B) services, to choose the continuation of IFSP services (Part C). Families of eligible students will continue to receive family training and supports. This option creates the opportunity to incorporate the strength of the special education preschool/pre-kindergarten educational component with the existing infants and toddlers family-centered service model.

The IFSP Extension “will wrap the arms of family support around early childhood education practices to promote school readiness.”

Extended Part C Option: Age 3 to Kindergarten Age Policies and Procedures. MSDE, Div of Sp. Ed/Early Intervention Services, Early Childhood Intervention and Education Branch

InstructionAfter the IEP is written, the child receives special education instruction, which focuses on the goals and objectives outlined on the IEP. This instruction will be directed toward teaching the skills necessary to become a successful and independent learner.

Annual Review

At least once a year, parents and teachers meet to review the child’s IEP and the progress the child has made. During that meeting, the team will evaluate goals and objectives, identify current levels of educational performance and revise goals, objectives, accommodations and services as needed.

Re-Evaluation

Every three years, or sooner if needed, each child is eligible for a new comprehensive evaluation and a determination will then be made regarding whether the child continues to need special education services.

Up to

90 Calendar

Days

ASAP IEP is implemented as soon as possible

Up to

30 Calendar

Days

1 Year

3 Years

Special Education Timeline at Glance

Parent or member of school staff requests an evaluation in writing. Process begins.

IEP Team meets to review existing data

(collects additional data, if necessary)

If a disability is suspected, parent consents to an evaluation (The IEP Team has up to 60 calendar days to complete evaluation without going over the 90 calendar days from receipt of written request)

Evaluation is completed and results are shared

If student is eligible, an IEP is written by the team and parent/guardian must consent to implementation for services to begin

Annual Review (within one year)

Reevaluation (within three years)

IEPIndividualized

Education Program

Who is Eligible?Children Ages 0 to 21 with:

Autism

Deaf-Blindness

Developmental Delay

Emotional Disability

Hearing Impairment

Intellectual Disability

Multiple Disabilities

Orthopedic Impairment

Other Health Impaired

Specific Learning Disability

Speech/Language Impairment

Traumatic Brain Injury

Visual Impairment

Definition of IEPThe Individualized Education Program (IEP) is the central component of the special education law: the Individuals with Disabilities Education Act, referred to as IDEA.

The IEP is both a process and a document:

… the process includes the planning steps taken by a multidisciplinary team, including the parent, to assess the child, determine eligibility, and to design an appropriate educational program.

…the IEP is a dynamic working document describing the special education and related services specifically designed to ensure that every student with disabilities receives an appropriate education.

Purpose of IEP…mutual agreement, shared ownership, an opportunity for creative collaboration

…communication between parents and school personnel, as a joint agreement

…management tool to make sure that the program is carried out by all members of the team

…monitoring instrument to check whether the student’s special needs are being met by the IEP

…evaluation measure to determine whether the student is progressing toward stated goals

The IEP is not a contract, but a tooltool. It is to be changed as the needs of the student change, or if

adequate progress is not being made.

IEP Content Present Levels of Academic Achievement and Functional Performance

Measurable annual goals

Statements of special education and related services with accommodations and modifications as needed

Dates, frequency, location, and duration of services and accommodations which meet the child’s LRE (least restrictive environment) based on his/her needs

Statement of participation in statewide and local assessments

By age 14, transition statements focusing on course of study, and by age 16, transition goals including interagency involvement. (A.ACPS)

Least Restrictive Environment (LRE)

It means that children with disabilities are educated with their typically developing peers to the maximum extent appropriate

The child's placement is

- determined at least annually

- based on the IEP

- as close as possible to the child’s home

The child is educated in the school that he or she would attend if non-disabled unless the IEP requires some other arrangement

Placement decisions are based upon the unique needs of the child and made by the IEP team

Least Restrictive Environment

Preschool ServicesSingle Service (Primarily Speech)

Community-Based Settings

(Private Preschool, Child Care, Head Start

Early Childhood Intervention (ECI) Classes

(Pre-K, Swinging Door)

Separate Public Schools

(Ruth Eason, Marley Glen, Central Special)

More Restrictiv

e

Less Restrictive

Least Restrictive Environment Continuum of Services

Regular Education Classroom

Regular Education Classroom with

Supplementary Aids, Services, Instruction

(Team-Teaching)

Anchor Room (Elementary School)

Modified Self-Contained

(MINC, ED, FLS)

Self-Contained Classroom

Separate Public Schools

(Ruth Eason, Marley Glen, Central Special)

Private Schools

More Restrictiv

e

Less Restrictive

Reporting on Student Progress

IEP progress is to be reported on IEP goals and objectives at least

quarterly. These reports are included with report cards each

marking period.

IFSP Extension – Progress is reported as with an IFSP:

Periodically, every 6 months, or more frequently if conditions

warrant.

Advocacy

What is Advocacy?

Speaking on behalf of another individual or group to bring about change.

Type of problem solving.

Advocacy Is... Building self confidence. Organizing for change. Investigating situations. Understanding and using the law. Knowing where to go for help. Locating the person who has the

power to make decisions. Analyzing and resolving

problems. Settling valid complaints

informally/ formally.

Deadly Sins for Advocacy

Using sarcasm. Criticizing and finding

fault. Blaming and shaming

others. Bullying and patronizing

team members.

Why Partnership and Advocacy

Are So Important

Parent involvement is more important to student success, at every grade level, than family income or education.

IDEA promotes and is based upon the concept that “teams” make decisions for the student, and that parents are partners on the team.

It’s All About Your Child 

Learn all you can about your child's special needs

Remember your child's strengths

Use the knowledge and skills you already have

Keep current on state and federal laws

Remember as a parent you know your child best and bring this knowledge to the team!!!

Bridges and Barriers to Communication

Communication bridges are positive exchanges between parents and teachers.

Barriers that Improve Communication

Understanding each other’s roles and responsibilities and who to communicate to

Respecting each other’s time and responsibilities

Setting boundaries of how and when to exchange information, and maintain contact via phone, notes, emails and meetings

Exchange information in a positive way

A mutual desire to inform, discuss, and solve problems -all focused upon the student’s growth and development

Barriers that Hinder Communication

Failure to understand the importance of open, honest communication

Either parents or school personnel not fully understanding each other’s perspective

Different cultural expectations of parents and teachers

Negative memories of their own school or less than perfect past experiences

Defensiveness

Hesitancy of team members to communicate too often

Supporting the Partnership through Effective Communication

Bring a positive attitude

Build mutual trust

Realize your value

Commit to the process

Before the IEP Team Meeting

Communicate regularly with the teachers. Maintain close contact with anyone

responsible for coordinating your child’s program.

Review the draft IEP and assessments and compile a list of questions to bring to the meeting.

Discuss IEP draft with the child, if appropriate.

At the IEP Team Meeting

You have the right to invite anyone you wish.

Bring the child into the meeting with you if appropriate.

Be specific as possible about child’s abilities and needs.

Stick with the issue at hand - your child’s education.

At The IEP Team Meeting

Remain as friendly as possible, separate people from problems.

Remember that understanding is different from agreement.

Ask questions!!! Ask questions!!!

Keep an open mind to all proposals.

It may not be possible to finish all the business at hand in one session.

After the IEP Team Meeting

If you think teachers or other team members are doing a good job, tell them!

On going communication with school regarding goals and objectives.

Ask for an IEP meeting if you think it is necessary.

Keep a Paper Trail

Medical and developmental history.

Your own notes about your child.

Assessment reports, IEPs., Transition plans

Notes of phone calls and conferences. Include dates, person contacted, purpose, results.

Letters sent and received.

Any other relevant information.

Keep records in chronological order:

If you have concerns…If you have concerns… If you have concerns about the IEP process or

document…speak up!

First, start by talking to your child’s teacher, then the school administrator

Contact your school-based resource teacher for special education

Follow your parental rights/procedural safeguards regarding resolving disagreements

Facilitated IEP’s are available upon request by contacting the Anne Arundel Conflict Resolution Center at 410-266-9033.

You ARE Valued

The adults in a child’s life can make a difference. When parents and

school staff work together as “partners, ”

the child’s educational outcomes can be enhanced.

Resources and PartnersResources and Partners Infants & Toddlers /Early Childhood Services AACPS, 410-222-6911

Partners For Success Resource Center, [email protected] www.aacps.org/specialed/involvement.asp

410-222-3805

Family Support Services Family Support Network, Preschool Partners,

Partners for Success Centers 1-800-535-0182

www.marylandpublicschools.org www.mdecgateway.org

Parents Place of [email protected] 410-768-9100