The IEP Process

The IEP Process

Georgia Department of EducationDivision for Special Education Services and Supports

1870 Twin Towers EastAtlanta, Georgia 30334

IEP Meeting Invitation

Purpose, time and location Participants – Names optional but

recommended Inform parents of their:

Right to invite others who have knowledge or special expertise regarding their child

Right to request that a BCW representative be invited to the meeting (preschool students)

IEP Meeting With Transition

Must indicate that a purpose of the meeting will be consideration of post-secondary goals and transition services.

Must include student whenever transition services are discussed. (May be invited at a younger age if determined appropriate by the IEP team)

Must include a representative of any agency likely to provide or pay for transition services (with consent of parent or student, age 18)

Department of Human ResourcesVocational Rehabilitation

Parent Participation

Take steps to ensure one or both parents are present for each IEP meeting (or afforded the opportunity to attend)

Notify of IEP meetings early enough to ensure an opportunity to attend

Schedule the meeting at a mutually agreed upon time and place

Parent Participation

When neither parent can attend, offer other methods to ensure parent participation (Individual or conference calls)

Meeting may be held without parents if they are unable to participate Maintain record of attempts to arrange mutually

agreeable time and place. Include phone calls, correspondence, home or work visits and the results.

Ensure that parents understand the IEP meeting and provide an interpreter for parents who are deaf or whose native language is not English

IEP Amendments

• If the IEP needs to be changed after it’s been written, the parent and school may agree to make the changes without holding a meeting.

• The school needs to provide a copy of the amendment to parents and any school personnel working with the child.

Excusing an IEP team member in whole or in part

Member’s area of curriculum or related services IS NOT being modified or discussed Parent and school agree, in writing

Member’s area of curriculum or related services IS being modified or discussedParent consents to the excusal in writing and school

consentsMember submits written input into the development of

the IEP prior to the meeting

The IEP Team

Parents of the child At least one of the child’s special education teachers or

service providers At least one of the child’s general education teachers LEA representative

Qualified to provide or supervise special education Knowledgeable of the general curriculum (QCC, GPS) Knowledgeable of the LEA’s resources

Individual who can interpret instructional implication of evaluations (may be dual role)

The child with a disability, whenever appropriate Individual determined by the LEA or by the parents to have

knowledge or special expertise regarding the child

Regular Education Teachers’ Role

Participate to the extent appropriate in the development of the IEP, including the determination of:Positive behavioral interventions and supports and

other strategies

Supplementary aids and services, accommodations

IEP

• Document team members in attendance

• Parent signature is not required

• Minutes are not required

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Present Levels of Academic Achievement and Functional Performance

Results of initial/most recent evaluation and state and district assessments

Academic, developmental and functional strengths

Academic, developmental, and functional needs

Parental concerns regarding their child’s education

Impact of the disability on involvement and progress in general education (short term memory problems, poor organizational skills, and auditory and/or visual processing problems, fine and gross motor deficits)

IEP Considerations: Special factors

Behavior Limited English proficiencyBlindness/visual impairmentCommunication needsDeaf or hard of hearing*Assistive technology*Alternative format for instructional

materials (braille, large type, auditory, electronic text)

Transition and the IEP

Transition PlanDiscuss after the Present Levels of Academic

Achievement and Functional PerformanceUse to guide the development of the rest of the

IEP

Appropriate measurable goals based on age appropriate transition assessments related to: Training/Education (required) Employment (required) Independent Living Skills (as appropriate)

Measurable Outcome Goals

Education/Training GoalMeasurable:

• Harry will attend college.• Harry will participate in an on-the job

training program in the area of auto body repair.

Not measurable:

• Harry “may”, “wants to”, “should”…

Measurable Annual Goals/ Short Term Objectives

• Goals must relate to needs identified in present levels

• Goals must be measurable– “John will complete 7 of 10 homework assignments as measured by

teacher record book.”

– “Chris will compute addition and subtraction facts to 12 with 90% accuracy as measured by teacher made tests.”

• Objectives only required for students taking the GAA

• Objectives may be written for any student

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Student Supports

• Individualized and specific accommodations• Accommodations for state and district

assessments must be related to deficits and used in classroom testing on a regular basis

• Testing accommodations need to be specified for each test and subtest

• Student Assessment Handbook on GaDOE website

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Services in the General Education Setting

Options Considered

Frequency Initiation Duration Provider Title

Content Area(s)

Consulta-tive

Collabora-tive

Co-teaching

10 periods per week

8/05/2007 5/23/2008 Sp. Ed Teacher

Math & Science

Supportive Services

Parapro 5 periods per week

8/05/2007 10/1/2007 Sp. Ed Para Lang. Arts

Outside General Education Classroom

Options Considered

Frequency Initiation Duration Provider Title

Content Area(s)

Related Services

Transporta-tion

Daily 8/01/2007 5/23/2008 Special Ed. bus

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Explanation

• Why is student being removed from general education setting?

– Explanation should be supported by the present levels of academic achievement and functional performance

– Explanation should be specific – not a restatement of disability

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Extended School Year (ESY)

• ESY must be available as necessary to provide a free, appropriate public education (FAPE)

– IEP Team considers ESY for all students with disabilities

– ESY may not be limited to specific disability areas or specific types, amounts, or duration of services

– ESY services are provided at no cost – Transportation must be provided, if necessary

ESY

If ESY is required, the IEP team

Identifies which goals are being extended or modified to deliver FAPE

States the specific services needed, the amount of time for each, the beginning and ending date, the service provider, and the location

Transfer Students within Georgia

LEA must provide FAPE with services comparable to previous IEP until the LEA either:

–Adopts the previous IEP

OR–Develops, adopts, and implements a

new IEP

Transfer Students from Out of State

LEA must provide FAPE with services comparable to previous IEP until either:

• Conducting an evaluation, if necessary

OR

• Developing, adopting, and implementing a new IEP

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Records Transfer

New LEATake reasonable steps to promptly obtain special

education records, including the IEP, from the previous LEA

• Family Education Rights and Privacy Act (FERPA) DOES NOT require prior written consent to disclose records to another school where the child seeks to enroll

Previous LEA Take reasonable steps to promptly respond to

to the records request (includes DJJ, DOC, etc.)

Includes portfolio of GAA, if applicable

For additional information, contact:

Georgia Department of EducationDivision for Special Education Services and Supports

1870 Twin Towers EastAtlanta, Georgia 30334

404-656-3963Website: http://www.gadoe.org/ci_exceptional.aspx