Iep basics final english slideshare

IEP Basics
The Nuts and Bolts of an
Individualized 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??

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…”

In other words…the school district must
provide a FAPE for your child

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

How does the school district ensure they’re
providing a FAPE for your child?
By developing an Individualized Education Program
(IEP)

So What is an IEP?
Let’s start by looking at eligibility…

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

A child must meet the minimum educational
criteria for one of the categories
AND
It 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.

IEP Eligibility Process
Referral by
parent or
school
Initial
Screening &
meeting to
discuss
evaluations
Full
comprehensive
Evaluation
and
Eligibility
Meeting
Meeting to
develop the
IEP

What’s up
with all these
meetings?
Who are
these people?

TEAM
Parent
Child
General
Ed
Teacher*
District
Rep
Special
Ed
Teacher
Assess-
ment
Person
Special
Expertise
People
Transition
Person
The
IEP Team
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”

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.

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).

At the meeting remember these Golden
Rules:
 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
 Blaming and shaming
 Criticizing or finding
fault
 Sarcasm, scorn and
ridicule
 Judging, patronizing
and bullying

The Individualized
Education Program (IEP)
A Closer
Look

The IEP is Both a
Document and a
Process
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)

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
The Present Levels of Academic Achievement and Functional
Performance
Leads to:
 Specialized Instruction
 Related Services
 Annual Goals
 Placement

The Present Levels Should:
 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:
 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!

The present level
of academic
achievement &
functional
performance
sets the stage
for developing
IEP goals!
Remember…

Annual Goals: Identify an area of focus (from
Present Level statement)
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?

Annual Goals:
Should be tied to
general curriculum

Annual Goals Must Be:
Based on the student’s
assessed needs and;
Must be individualized
to the student.

Annual Goals:
Must be changed
if the student is
not learning.

Measuring Progress
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
Goal One
Goal Two
When will parents
be provided a
progress report
(e.g. “quarterly”)?

Special Education Services
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

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.

Participation With Non-disabled Peers
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
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!

 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

 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+)

The Transition IEP Includes:
 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:
Is determined AFTER the
IEP is Developed and
DRIVEN by the IEP
Considers the regular Ed
classroom, in the
neighborhood school first

Placement:
Districts should offer a
continuum of placement
options
Is made in the Least
Restrictive Environment
for the child

Continuum of Placement Options could be:
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
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
 The effect on the teacher
and on other students’
education
 The cost, including
supplementary aids and
services

Planning &
Preparing
for the
IEP
meeting

Review Written Information
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!

Parent Considerations
What are your ideas about your child’s:
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:
What major things
would you like your
child to accomplish
this year?

Think about and list expectations on:
Progress reports
– in what form
and how often?
Home/school
communication

Think about and list expectations:
What accommodations
and modifications work
for your child?
State and district-wide
assessments

Accommodations:
 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:
 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!
Keep a file or
binder on your
child
Document
important
communications

Document, Document, Document!
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

Have your child attend the
meeting (when appropriate)
Help develop your
child’s IEP
Request an IEP meeting at
anytime (District can refuse
request)

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

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).

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

OFSN Statewide
Office:
1300 Broadway St. NE,
Suite 403
Training dept. Suite 102
Salem, OR 97301
503-363-8068 – Phone
503-390-3161 – FAX
Twitter: @OregonFSN
www.ofsn.org
OFSN’s Statewide Training Program:
Tammi Paul, Training Manager
tammip@ofsn.net
Victoria Haight, Training & Curriculum Coach
victoriah@ofsn.net
Shawna Canaga, Statewide Trainer
shawnac@ofsn.net
Lane Imbler-Bremner, Administrative Assistant
laneib@ofsn.net
Shannon Boyette, Peer Coach & TA Coordinator
Shannon@ofsn.net

Iep basics final english slideshare

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