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Getting Acquainted with the IEP Process

Getting Acquainted with the IEP Process. Developed by Contra Costa SELPA. Purpose.

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Getting Acquainted with the IEP Process

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  1. Getting Acquainted with the IEP Process Developed by Contra Costa SELPA

  2. Purpose The purpose of this training is to inform parents, teachers and general education staff of the Special Education Individual Educational Planning Process according to the Individuals with Disabilities Education Act 2004 from referral to placement. IEP Process Overview 2-8-06

  3. Agenda • IDEA 2004 • Guiding Principles • Key Provisions of AB 1662 (IDEA Conformity 9/05) • Eligibility • Timeline • Assessment • Free and Appropriate Public Education • Least Restrictive Environment • Goals and Objectives • The IEP Meeting • Parent Rights and Dispute Resolution IEP Process Overview 2-8-06

  4. Guiding Principles of IDEA 2004 • High Expectations and Agency Accountability • Improving Results through the General Curriculum • Education with Nondisabled Peers • Parental Involvement and Partnerships • Increased Efficiency and Flexibility IEP Process Overview 2-8-06

  5. Key Provisions of AB 1662 • Review Blue Sheet (Key Provisions) • Discuss changes IEP Process Overview 2-8-06

  6. High Expectations and Agency Accountability • State and district assessment programs with appropriate accommodations • Standard, non-standard, alternate assessment • Schools report progress on goals and objectives - 4x/year (AB 1662) IEP Process Overview 2-8-06

  7. Improving Results through the General Curriculum • Relating a child’s education to what non-disabled students receive • Providing for general education teacher’s participation in the IEP process • Requiring the IEP team to consider special factors IEP Process Overview 2-8-06

  8. Education with Non-disabled Peers • Research supports the instruction of students with disabilities in general education with nondisabled peers • Service in general education means needed supports and modifications IEP Process Overview 2-8-06

  9. Education with Non-disabled Peers (cont.) The Individual Educational Plan must include: • An explanation of the extent, if any, to which the child will not participate with non-disabled peers in the general classroom, and other activities • A statement of specific special education and related services and supplemental aids and services to be provided in general education IEP Process Overview 2-8-06

  10. Role of the Parents • Provide consent to assessment and provision of special education services • Participate in meetings for the identification, evaluation, placement and FAPE • Parents are included in eligibility and placement decisions IDEA 2004 recognizes the importance for parent/school partnerships and non-adversarial dispute resolution. Parents are offered mediation as a voluntary option for dispute resolution. IEP Process Overview 2-8-06

  11. Increased Efficiency and Flexibility • The focus is on obtaining useful information for instruction and decision-making • At three-year review: No need to reestablish eligibility if the IEP team agrees that the student continues to be eligible for special education services • Each IEP is an opportunity to review progress, evaluate needs and set expectations for the student IEP Process Overview 2-8-06

  12. Summarizing the Guiding Principles • High expectations and accountability • Improved results through general education curriculum • Education with non-disabled peers • Parental involvement and partnerships • Increased efficiency and flexibility IEP Process Overview 2-8-06

  13. Teacher Conference and Student Study Team Opportunities Prior to referral to special education, meet with the teacher(s) individually or in a group to discuss strengths, weaknesses, modifications and accommodations • Identify concerns and needs • Implement and document accommodations • Develop accommodations and options • Review and evaluate impact of modifications and accommodations on the student’s progress IEP Process Overview 2-8-06

  14. Specific Learning Disability Hard of Hearing/Deaf Visual Impairment/Blind Speech or Language Impairment Other Health Impairment Orthopedic Impairment Mental Retardation Traumatic Brain Injury Emotional Disturbance Autism Deaf/Blindness Multiple Disability Eligibility A disability as listed in law, and because of the disability the student requires special education and/or related services IEP Process Overview 2-8-06

  15. Timeline • 15 days: After a written referral is received to develop and offer an assessment plan • 15 days: For parents to provide informed written consent IEP Process Overview 2-8-06

  16. Timeline (cont.) • 60 days to complete the assessment followed by: • An assessment report • A meeting to determine eligibility • A written Individualized Education Plan, if eligible • Placement recommendations • Parent’s signature (approval) • Expeditious placement • Annual review from date of last IEP meeting, or earlier if necessary IEP Process Overview 2-8-06

  17. Assessment: To Determine Eligibility • Whether a student has adisability • If there is a need for special education and/or related services to benefit from education • Present level of educational functioning and needs IEP Process Overview 2-8-06

  18. Assessment Requires • Parent notice and obtain written consent • A meeting to review assessment and existing information from parents, teachers and others • The determination of additional information needed • Collection of additional information and/or administer tests • A written report by individual assessors or by the team of assessors IEP Process Overview 2-8-06

  19. Reassessment • IEP team discusses need for re-assessment • Parents are notified • Parents must provide written consent to any testing • After obtaining written consent, LEA conducts the reassessment IEP Process Overview 2-8-06

  20. Reassessment Factors to consider and determine: • Whether the student continues to have a disability • The student’s present level of performance and educational needs • Whether the student continues to require special education and related services • Whether any additions/modifications to the special education and related services are needed to enable the student to meet the annual goals of the IEP and to participate, as appropriate, in the general education curriculum IEP Process Overview 2-8-06

  21. Free and Appropriate Public Education, Definition • Provided at public expense, under public supervision and direction, and without charge • Meets the standards of the State Education Agency • Includes preschool, elementary and secondary • Provided in conformity with the IEP requirements of IDEA 2004 IEP Process Overview 2-8-06

  22. FAPE Definition (cont.) • Requires specially designed instruction • Meets unique needs of the student with disability • Provides related services when required including: Transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education • Defines the relationship to the general education curriculum IEP Process Overview 2-8-06

  23. FAPE (cont.) Requires that alternative services continue to be made available to suspended or expelled students IEP Process Overview 2-8-06

  24. Least Restrictive Environment (LRE) To the maximum extent appropriate, children with disabilities, including children in public or private institutions and 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 general education environment occurs only when the nature or severity of the disability of the child is such that education in the general class with the use of supplementary aids and services cannot be achieved satisfactorily. Section 612(a)(5)(A) IEP Process Overview 2-8-06

  25. Key Concepts of LRE • Must be individually determined and based on a student’s individual needs • Applies to all children with disabilities • The general education class is always the first choice • Consideration and use of supplementary aids and services to make the general education class a first and viable choice is required IEP Process Overview 2-8-06

  26. The IEP Meeting Members • Parents • General education teacher • Special education teacher • Administrator or designee (Representative of the Local Education Agency authorized to commit LEA resources) • Individual who can interpret assessment results, if sharing assessment • Others (i.e. agency representative) • Student, when appropriate and always included in development of transition plan IEP Process Overview 2-8-06

  27. Role of the General Education Teacher • Provide information about the general education curriculum • Identify the need for supplemental aids and supports • Design program modifications • Request support for school personnel • Consider request for positive behavior intervention IEP Process Overview 2-8-06

  28. Required Forms • Notice of special education referral • Assessment plan • Notification of team meeting • Learning disability eligibility form (for SLD only) • Current levels of performance, goals and objectives form • Transition plan (16+ years) • Program Description Summary IEP Process Overview 2-8-06

  29. Present Levels of Performance Stated in narrative form, Present Levels of Performancemust include the following: Adescription of: • the strengths of the student in each area (i.e., speech and language, reading, social skills) • the educational needs of the student that result from the disability • how the disability affects involvement and progress in general education curriculum and/or appropriate activities. IEP Process Overview 2-8-06

  30. Measurable Goals (and Objectives) • Addressing needs for involvement and progress in general education based on standards and benchmarks • Addressing the student’s other educational needs • Written to represent expected progress over a period of one year IEP Process Overview 2-8-06

  31. Goals and Objectives (cont.) • Determine whether anticipated progress is being achieved • Meet to revise IEP to address • Lack of expected progress • Results of assessment • Information provided by parents • Anticipated needs and other considerations • Meet and revise the IEP at least annually IEP Process Overview 2-8-06

  32. Progress Reporting • Progress measured by providers and documented on IEP • Reporting progress to parents(4x/year per AB 1662) IEP Process Overview 2-8-06

  33. Transition Plan • By age 15: Begin interest inventory with student in preparation for the ITP • By age 16: A statement of transition services and any interagency responsibilities or needed linkages • By age 17: A statement that the student was advised that all special education rights transfer to the student upon the 18th birthday (conservatorship) • Age 18: Transfer of rights, however must still notice parents as well as student IEP Process Overview 2-8-06

  34. Special Factors to be Considered • Behavior intervention and strategies • Language needs: Limited English Proficiency (LEP) • Instruction in and the use of Braille for a visually impaired/blind student • Communication needs and opportunities for a hard of hearing/deaf student • Assistive technology needs for a student who requires assistive devices or services to benefit from education IEP Process Overview 2-8-06

  35. Program Description Summary Services determined by the IEP team: • Dates: The start and end of the service • Location: For example, pull-out or in general education with non-disabled peers • Frequency: At least 30 minutes per week which includes consultation • Duration: For the regular school year IEP Process Overview 2-8-06

  36. To receive prior notification To participation in decision-making To be informed of options To provide written consent to assessment and special education services To access an independent educational evaluation, if they disagree with district’s assessment To access to all records To settle disputes voluntarily To Due Process through state level hearing and complaint options Parent Rights IEP Process Overview 2-8-06

  37. Alternative Dispute Resolution The opportunity to resolve disputes at the earliest stage under neutral, non-adversarial conditions. • Local Resolution Session • Resource Parents (Parent to Parent Support) • Program Specialists (Placement Specialist Support) • Facilitated IEPs • Solutions Panel • Local Mediation IEP Process Overview 2-8-06

  38. Alternative Dispute Resolution Contact the SELPA Coordinator of Dispute Resolution at (925) 827-0949 ext. 13 IEP Process Overview 2-8-06

  39. REMEMBER:The child is not static, but a dynamic being that is living, breathing, and changing ….. …..therefore, the IEP must change with the child!

  40. THANK YOU!

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