The document discusses the 7 key steps in developing and implementing an Individualized Education Program (IEP):
1) Pre-referral interventions are tried to address issues within a general classroom.
2) If unsuccessful, a referral is made for special education services.
3) A multidisciplinary team assesses the student to identify disabilities.
4) The team determines if the student qualifies for special education based on eligibility criteria.
5) An IEP meeting is held with parents and professionals to develop the IEP document.
6) The IEP is implemented, providing accommodations, services, and monitoring of progress.
7) The IEP is reviewed annually and
The document discusses the 7 key steps in developing and implementing an Individualized Education Program (IEP):
1) Pre-referral interventions are tried to address issues within a general classroom.
2) If unsuccessful, a referral is made for special education services.
3) A multidisciplinary team assesses the student to identify disabilities.
4) The team determines if the student qualifies for special education based on eligibility criteria.
5) An IEP meeting is held with parents and professionals to develop the IEP document.
6) The IEP is implemented, providing accommodations, services, and monitoring of progress.
7) The IEP is reviewed annually and
The document discusses the 7 key steps in developing and implementing an Individualized Education Program (IEP):
1) Pre-referral interventions are tried to address issues within a general classroom.
2) If unsuccessful, a referral is made for special education services.
3) A multidisciplinary team assesses the student to identify disabilities.
4) The team determines if the student qualifies for special education based on eligibility criteria.
5) An IEP meeting is held with parents and professionals to develop the IEP document.
6) The IEP is implemented, providing accommodations, services, and monitoring of progress.
7) The IEP is reviewed annually and
and Collaboration, the Structure and Function/Role of the Teams, Members of the Collaborative Team, Participation in IEP Planning Processes and IEP Placement Decision Making Processes What is IEP? IEP is special education service that is given for every child (IDEA) . Is given from age 3 through high school graduation or a maximum age of 22 may be eligible for an IEP. It is a legally binding document.
The school must provide everything it promises in
the IEP. What IEP is and what IEP is not An IEP is… An IEP is not… a plan that shows how the school a document that shows how the program will be adapted to fit the student will fit the curriculum student a plan that brings together a document prepared by knowledge and contributions, professionals to be signed from the student and those who off by a student’s best know them, about the student’s learning needs, parents/caregivers aspirations, personality, and cultural background an individualized supplement to the • a different, separate curriculum full-class learning program , which enriches the student’s classroom, school, and community experiences a forward-looking plan that a document that lists records student achievements, barriers to learning with where they want to go, what no solutions supports are needed (including support for team members), a document written and what success might look specifically for funding or like referral purposes
a short outline of a few priority an exhaustive list of learning
learning goals and strategies to goals, activities, teaching meet them within the classroom strategies, and resources program covering all the key competencies and learning areas
a ‘living’ document that team a document that is completed at
members regularly update to a meeting and then not looked at reflect the student’s changing or used until the next meeting development and that the team 1.1. Why IEP is needed? • is used to address each child’s unique learning issues and include specific educational goals. • All Parents want their children to be happy and successful in all areas of life: socially, emotionally, physically, mentally and educationally. • When children struggle in one or more of these major areas, parents become concerned and want solutions. • parents will seek services and supports from their child’s public school. • Parents ask for support from schools because their children spend a great deal of time within the education system, • schools are an important part of the local community that brings together children, adults and families. Professional Teaming and Collaboration
• Effective special education teachers
collaborate with a wide range of professionals, families and caregivers to assure that educational programs and related services are effectively designed and implemented to meet the needs of each student with a disability. Cont.... • Collaboration allows for varied expertise and perspectives about a student to be shared among those responsible for the student’s learning and well-being. This collective expertise provides collaborators with a more comprehensive understanding of each student’s needs, which can be used to more effectively plan and implement instruction and services. Teachers use respectful and effective communication skills as they collaborate with others, considering the background, socioeconomic status, culture, and language of the families and the professionals with whom they work. • Most of the time parents and schools are able to communicate and collaborate to develop academic and behavioral interventions known as pre-referral strategies that can be implemented in regular education. • However, if the difficulties continue to significantly impact a Child’s educational performance, then a special education IEP team referral may be warranted. • An IEP is a legal document that identifies a child’s disability necessary services to help the child achieve measurable goals, and a specific plan for measuring progress. 1.2. IEP Formulation IEP must include • A statement of your child’s present level of performance (PLOP) —this is how your child is doing in school now • The child’s annual educational goals • Special education supports and services that the school will provide to help the child reach goals • Modifications and accommodations the school will provide to help the child make progress • Accommodations the child will be allowed when taking standardized tests • How and when the school will measure the child’s progress toward annual goals • Transition planning that prepares teens for life after high school. 1.3 . IEP Process
7 Steps of IEP Process
• Step 1: Pre-Referral • There are different pre-referral interventions through which to initiate the IEP process. • These interventions are implemented based on the type of disability exhibited by the student. • The main objectives of the pre-referral are; Document and elaborate the challenges and difficulties exhibited by the child. Evaluate the usefulness of classroom accommodations and changes. Review the power of different instructional interventions. Supervise the development of the student. Cont….
• The pre-referral process helps to determine
whether behavioral and educational challenges exhibited by the child can be resolved in a general education classroom. • To avoid unnecessary evaluations and placements, the assessments used at this stage are purely intervention-based. • This step is conducted with the use of direct performance procedures. • Help to save money, time and other resources in the process. Cont………
• During the pre-referral stage, teachers will try
various certified teaching approaches in hopes of establishing whether flawed instruction could be the cause of the problems exhibited. • Children whose learning remains challenged will be referred to the next step in the IEP process, referred for special education services. Step 2: Referral
If the pre-referral interventions prove unsuccessful,
the student is referred for special education services through the use of a referral. Referrals can come from parents, daycare professionals, public health nurses, doctors or social service agencies. Referral for special education services can happen at different stages during a child’s life and vary a great deal based on their individual needs. Often, poor academic performance, continued misbehavior or disruptions of their learning environment are prerequisites to this stage. Step 3: Identification
A special assessment is carried out to determine
whether the child has a disability that requires special education services. During this stage of the IEP process, the child’s major life activities such as interpersonal relationships, performance in school and at home are used to assess the kind of services required. Multidisciplinary teams become involved to help determine the child’s distinctive strengths and needs. This team includes parents and other family members, educational diagnostician, school psychologist, or a teacher depending on the state where it is conducted. A collection of data types, assessment instruments and methods are used during this stage in order to create an accurate report later used to determine the correct path for the student. If the final decision is that the child has a disability that requires special education, a baseline of performance is determined. Step 4: Eligibility
The information gathered during the assessment
stage is used to categorize those who have a disability and are eligible for special education services. The IEP committee creates different elements of the services required to plan and deliver an appropriate education framework. Students who do not meet the qualifications for special education services remain in the traditional classroom setting. Step 5: Development of the IEP The next step in the process is to create the actual IEP. An IEP team is formed which includes the child’s parents, educators, administrators and other specialists. As a parent attending an IEP meeting for the first time may be an overwhelming experience. To help calm your nerves and know your child is receiving the help they deserve, you have the right to bring a child advocate with you to the meeting. Child advocates are paid professionals familiar with these proceedings and work specifically for the child and their parents. During the meeting, resources required by the child are identified, their individualized learning style determined, along with goals both long term and short term. Step 6: Implementation
At this stage, the student’s IEP and associated
services commence. Accommodations are provided for both instructions and testing along with a range of multidisciplinary services required from different providers to support the child’s educational program. The providers your child with special needs will interact with moving forward could include occupational or physical therapists, speech pathologists and other special education professionals. Step 7: Evaluation and Reviews
• Each IEP developed requires accountability and
consistent follow up by the child’s parents. A review is conducted annually or after every three years depending on the state. The purpose for these reviews is to determine whether the child is meeting their educational goals. • If the goals are not being met, revisions are made in the IEP. In the event that the child is meeting and even exceeding their IEP goals, new milestones are determined. In some cases, the child may be moved back into the traditional classroom setting. 1.4. IEP team Multiple school representatives involved in the child’s IEP—from referral, to evaluation, IEP development, implementation, and review. a. Parents Parents are experts on their child. They are able to share their child’s strengths, weaknesses, interests, performance, and medical history. Parents are also able to provide valuable information and observations about how the child functions at home and in the community. As members of the team, parents should feel like they can openly express concerns and that the team will value their opinions. • “Parents are required to be part of IEP meetings like this because you are your child’s first teacher and because you are the experts; you know your child best. • We need to hear what you know so we can put the best plan together for your son/daughter.” b. Special Education Teacher • With knowledge of how to educate children with disabilities, special education teachers can offer insight on appropriate modifications, accommodations, instructional strategies, supplementary aids and services, placement options, and state/federal guidelines for special education programming. • In addition, the special education teacher gathers input from team members prior to meetings, develops draft goals to share with the team during meetings, and is responsible for making sure the team completes necessary paperwork. • “As the special education teacher, his/her role is to bring knowledge of special education strategies.” c. Regular Education Teacher(s) • At least one general education teacher is a required member of all IEP teams. • The regular education teachers are experts on grade level expectations, general education curriculum, and state standards. • They can give insight on a child’s current level of performance in relationship to his or her peers as well as discuss aids, services, or changes to the current educational programming that would help the child learn and achieve. • “As the classroom teacher I’m here to provide expertise about standards and grade level expectations.”
d. Local education agency (LEA) representative This person is usually an administrator and ensures that IDEA and special education requirements are followed throughout the IEP process. This person ensures that resources are adequately allocated and are available to meet the child’s special education needs. Often this person is the school principal or assistant principal.
e. School psychologist Depending on the type of IEP referral, the school psychologist may have conducted testing or some other form of assessment. The school psychologist describes the reason for each test, your child’s performance, and interprets the results. f. School social worker Depending on the type of IEP referral, the school social worker may have done some form of assessment. This assessment may include developing a social history, parent interviews, or having behavior ratings completed. The school social worker describes the results of the assessment. g. Other school specialists May be occupational therapist, speech therapist, etc.) Depending on the type of IEP referral, other school support staff may be part of the IEP team. They may complete informal or formal assessment and will describe the results at the evaluation meeting. h. External specialists Often children and families are working with physicians, psychologists, therapists, etc. parents may invite other experts to attend the IEP team meeting. They can provide additional data and information for the IEP team to consider as part of the evaluation i. Child At the parents’ discretion, children may be involved in their IEP process. This is valuable as they can share with the team their perception of strengths, challenges, and potential interventions. If they do not feel like their child is ready to be involved in this process, it is often helpful to talk with them beforehand. List of potential IEP team members and their roles
IEP Team Member Typical Role on IEP Team
(as relates to accommodations)
Helps to identify his or her unique needs and areas where
Student he or she needs support for the learning goals or for accessing the environment Offers perspective on demands of home and community * Parent(s) or guardian(s) environments
Offers insight on expectations for the student regarding the
* General education standard curriculum and the educational environment; teacher shares accommodations that have already been tried
Suggests ideas for instructional strategies, adaptations (i.e.,
* Special education modifications, accommodations) and AT devices or services teacher •school administrator) Qualified to provide or supervise special education services; is familiar with resources available at outside agencies and is able to commit those resources to meet IEP goals Cont.
Speech therapist Recommends tools, devices, and
supports from a speech/ language perspective
Physical therapist (PT) or occupational Offers suggestions with regards to
therapist (OT) motor abilities of the student, mobility issues, and transporting devices
Person familiar with AT (e.g., teacher, Shares information on the continuum of
assistive technology specialist, OT) AT
Others, as appropriate to the needs of Offers specific information related to
the student (e.g., reading specialist, the strengths and needs of the student vision specialist) 1.5. IEP meetings • The law requires the IEP team to review the IEP at least once a year. • But the IEP team can meet any time parent or the school want a meeting. • Many teams meet more often than once a year. • The IEP meeting is key to making sure your child’s IEP is working for him. • It gives parents a chance to discuss with teachers your child’s weaknesses and strengths. • If your child didn’t meet any or all of his goals that quarter, you can hammer out new ways to help your child. • That may mean modifying the goal and adjusting expectations. • it could mean giving your child more or different kinds of services and support. • The IEP meeting is when parent, teachers and the school give and get input on how your child is doing. • parents discuss what’s working, what needs to change, and whether their child is catching up or falling further behind. • Their child’s feelings and motivations should be included in the conversation, whether or not he attends the IEP meeting. • Here are some other key things you and rest of the team may discuss during the annual IEP review meeting: child’s strengths. Share any success your child has had outside of school. Let’s say your child struggles with attention issues and social skills. His IEP team will want to know that he finds it easier to follow directions from his soccer coach and is better at cooperating with teammates. concerns and suggestions for improving your child’s education. The meeting is a good time to share where you still see your child struggling. Does he still have a tough time spelling? Is he constantly losing assignments? If you have any ideas for making these tasks easier for him, you may want to share them. How well modifications and accommodations (such as assistive technology) are helping. If they aren’t helping your child as expected, the team can discuss upgrading, discontinuing or replacing them. The team can also consider any new instruction and technology tools that might be right for your child. The results of child’s first or most recent evaluation, if there is one. Your child should be evaluated every three years. The school psychologist or professional conducting the evaluation will usually explain the results at the IEP meeting. During the meeting, the team leader will write a statement about the child’s present level of academic and functional performance (PLOP) and goals. The statement is based on what parents and the team have discussed in the meeting. The team leader will also document any changes to the IEP that the team including parents have agreed to. Who Needs an IEP? Students struggling in school may qualify for support services, allowing them to be taught in a special way, for reasons such as: • learning disabilities • attention deficit hyperactivity disorder (ADHD) • emotional disorders • cognitive challenges • autism • hearing impairment • visual impairment • speech or language impairment • developmental delay • physical disabilities THANK YOU FOR PAYING YOUR ATTENTION