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IEP Training

IEP Training. 2017 Bloomington Public Schools. The term individualized education program (IEP) means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with Federal regulations CFR 300.320 – 300.324.

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IEP Training

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  1. IEP Training 2017 Bloomington Public Schools

  2. The term individualized education program (IEP) means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with Federal regulations CFR 300.320 – 300.324

  3. Individualized plan • Written by parents and school staff together • Describes a child’s educational needs • Details the special education and related services the student will receive • Identifies who will provide services • Specifies accommodations needed for appropriate access to and participation in the general curriculum • Is both a document and a process Individualized education program (IEP)

  4. FAPE The cornerstone of IDEA is the entitlement of each eligible child with a disability to a free appropriate public education that emphasizes special education and related services designed to meet the child’s unique needs and that prepare the child for further education, employment, and independent living. 20 U.S.C.1400(d)(1)9(A).

  5. FREE means that all eligible students with disabilities will be educated at public expense. • APPROPRIATE means that the student with a disability is entitled to an education that is appropriate for him or her – tailored and planned to meet needs as stated in their IEP. • PUBLIC refers to the public school system. Children with disabilities, whatever the nature or severity of their disabilities, have the right to be educated under public supervision. • EDUCATION must be provided to every eligible school-age child with a disability.

  6. “SPECIAL EDUCATION……… “IS A SERVICE NOT A PLACE.”

  7. Least Restrictive Environment IDEA’s LRE provisions clearly show a strong preference for educating children with disabilities in regular education environments. The child’s placement in the general education classroom is the first option the IEP Team must consider.

  8. Least restrictive Environment In general--To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. 34 CFR300/B/114

  9. “General Education Curriculum” • “Same curriculum as for non disabled children” 34 CFR 300.320(a)(1)(i).

  10. IDEA 300.39(b)(3) defines specially designed instruction as adapting as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child’s disability and ensure access of the child to the general curriculum, so that the child can meet the education standards with the jurisdiction of the public agency that apply to all children.”

  11. A public agency must initiate and conduct meetings periodically, but at least once every twelve months, to review each child's iep, in order to determine whether the annual goals for the child are being achieved, and to revise the iep, as appropriate to address (A) Any lack of expected progress toward the annual goals and in the general curriculum, if appropriate;(b) the results of any reevaluation; (C) information about the child provided to, or by, the parents;(d) the child’s anticipated needs; or(E) Other matters IDEA Guidance ANNUAL REVIEW

  12. IEP Notice Federal regulations require that IEP meetings be: • Scheduled at a mutually agreed on time and place • Provided with sufficient time to ensure that the parents will have the opportunity to attend (10 days) Notice must include: • The purpose, time and location of the meeting • Who will be in attendance • For a student 14.5 state that a purpose of the meeting will be to consider transition, include the student as a participant, & state agencies that will be invited

  13. IEP Team

  14. Required Members • Parent/Guardian of the student • General Education Teacher • Special Education Teacher • LEA Representative – Principal or designee Must be knowledgeable about special education services, the general curriculum, & have the ability to commit the district to services. • Student – MUST be invited if the purpose of the meeting involved • consideration of postsecondary goal and/or transition services • Related Service Personnel, as appropriate • Any other individuals who have knowledge or special expertise regarding • the student, at the discretion of either the parent or school district

  15. Regular Education Teacher Participate in the development of the IEP including the determination of: • Appropriate positive behavioral interventions and supports and other strategies for the child; and • Supplementary aids and services, program modifications, and support for school personnel consistent with 300.320(a)(4).

  16. Parent Input/Involvement • Provide parent/guardian a copy of the draft IEP goals/objectives prior to meeting. • Parents are encouraged to give input. • Solicit parent input into the IEP prior to and throughout the IEP meeting. • Consider suggestions made by the parent and to the extent appropriate, incorporate them in the IEP. • Document parent comments.

  17. PARENT ATTENDANCE • If neither parent can attend an IEP Team meeting, offer other methods to participate, such as conference calls. • However, a district can conduct an IEP team meeting without a parent in attendance when the district “is unable to convince the parents that they should attend.” 34 CFR 300.328

  18. Parent “No Show” If at the date and time of the meeting the parent does not show up, PLEASE make the attempt to contact the parent by phone to determine next steps. Ask the parent….. 1. Are you on your way? 2. Would you like to participate by phone? 3. If you are unable to attend, may we proceed with the meeting and will follow-up with you on the events and documentation. DOCUMENT ON THE ADDTIONAL NOTES PAGE!

  19. It is crucial that IEP team members work together to create a beneficial IEP. Each team member brings his or her own expertise and experience to the table, and should share his or her knowledge with the rest of them. In addition, when other team members are sharing information in their particular area of expertise, the rest of the team should listen, learn and be respectful.

  20. IEP Summary Notes are Critically Important! • They must be detailed enough to “tell a story” of what happened at the meeting. • Please label with date, participants at the meeting, and subject matter!

  21. Progress Reports Present Levels of Performance Special Education and Related Services Goals and Objectives Assessment Accommodations LRE Behavior Plans Extended School Year Transition Supplemental Aids and Services

  22. FILEMAKER • Resource IEP

  23. Case Manager Annual Review Responsibilities • Verify that all student on your caseload have scheduled review dates. • Send staffing notice 10 days prior to staffing. • Be sure to include this when sending paperwork to ESC / Special Education file. • Document all 3 parent Notification Attempts. • Call, email, text, or send a note the week of the staffing to remind the parent of the staffing date. • Gather information from all staff working with the student who will not be attending the IEP.

  24. Case Manager Annual Review Responsibilities • Complete the proposed IEP document. • Copies of proposed goals should be sent to parents for review prior to the IEP meeting with a note stating that goals are proposed and will be discussed at the staffing. • Provide parents with a copy of procedural rights at Annual Review Conference. If parent is not in attendance, mail along with a copy of the completed IEP. • Ensure that the original, signed completed IEP is placed in the special education temporary file following the meeting.

  25. IEP Paperwork Checklist • Dates • Date of Meeting (use Get button) • Date of Most Recent Evaluation • Date of Next Re evaluation • Student Demographics • Purpose of Conference (check all that apply) • Case Manager (Projected) • Disability • Related Service

  26. IEP Paperwork Checklist • Update Parent Guardian Information • Documented attempts to mutually arrange the IEP meeting • Be sure to give 10 Day Notice • You are responsible for all 3 attempts – Be sure to document!

  27. IEP Paperwork Checklist • Present Levels of Academic Achievement and Functional Performance • Include all areas that are impacted by students disability (3 pages) • Documentation should reflect the results of the most recent evaluation • DATA…….district/school wide assessments (MAP, DIBELS)specialized curriculum, supplemental curriculum performance data (SRA, Reading Plus, Focus Math) /grades, teacher observations

  28. IEP Paperwork Checklist • Secondary Transitions • Complete for students age 14 ½ and older, and when appropriate for students younger than age 14 ½

  29. IEP Paperwork Checklist • Transition Services • (address by age 14 ½)

  30. IEP Paperwork Checklist • Indicator 13

  31. IEP Paperwork Checklist • Educational Accommodations and Supports • Consideration of Special Factors

  32. IEP Paperwork Checklist • Supplementary Aids, Accommodations, and Modifications

  33. IEP Paperwork Checklist • Assessment • Classroom –Based Assessments • District-Wide Assessments • State Assessments • PARCC • DLM • SAT (Grade 11 High School Only) • ISA (Grades 5,6,High School (Biology)) • Physical Fitness Assessment • Other (optional by district) • State Assessment of English Language Proficiency (invite EL Staff when appropriate)

  34. IEP Paperwork Checklist • Educational Services and Placement • Be sure to fill in all areas as Proposed for the 2017-18 school year • School • Current Grade • School Year • Initiation Date - August 18, 2017 • Duration Date – August 17, 2018

  35. IEP Paperwork Checklist • Educational Services and Placement • Participation in General Education Classes

  36. IEP Paperwork Checklist • Educational Services and Placement • Participation in Special Education Classes

  37. IEP Paperwork Checklist • Educational Services and Placement – page 1

  38. IEP Paperwork Checklist • Educational Services and Placement – page 2 • Educational Environment Considerations • Placement Considerations • Transportation • Extended School Year

  39. IEP Paperwork Checklist • Additional Documentation (as appropriate)

  40. https://youtu.be/lTMLzXzgB_s

  41. Questions?

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