Welcome to Your AES IEP

1. Welcome to Your AES IEP

2. What you will learn: • What an IEP is • Why you need to be part of your IEP team • How to help write your IEP • Much, much more !!

3. What is an IEP? • Individual Education Program • Your IEP talks about • your special needs, • what skills you need to improve, • what you’ll do in school this year, • what services your school will provide, and • where your learning will take place.

4. What is the Purpose of an IEP? • The IEP is a blueprint for your educational program. The IEP is to make sure that you, your family, and school staff knows what your educational program will be this year.

5. Where is the IEP Developed? • The IEP is developed during an IEP meeting, where the people who are concerned with your education meet, discuss, and develop your IEP goals and objectives for the next year.

6. Who Comes to the IEP Meeting? • You • Your parents • Your AES facilitator • Your teachers • Your principal • Others you or the school think can help plan your program.

7. How Often is the IEP Meeting Held? • Once a year, or more if you or your parents ask for IEPs more often.

8. How Long Does an IEP Meeting Last? • 1 to ½ hours

9. Why Should I Participate in the IEP Meeting? • You are the VIP at the IEP • It’s your educational program everyone will be discussing in the meeting. Your opinions are an important part of this discussion. • The law requires it when you turn 14.

10. Preparing for the IEP

11. What Should I Do if I Want to Participate in Developing my IEP? • Talk to your parents and teachers. • Review last year’s IEP. • Think about your strengths and weaknesses in school. • Write your goals for this school year. • Practice what you want to say at the meeting.

12. What does my IEP Look Like? • Review each section • Ask clarification questions • Highlight statements that you disagree with • Add your own ideas for things you think need to be added

13. Cover Page • Demographics • Disability • Team Participants (Is your name here?)

14. Present Level of Performance • What can I do now? • What are my strength areas? • What are my weaknesses? • What enhances my learning? • What are barriers to my learning?

15. Transition Plans • Vision – What do I want to do when I graduate? • Transition – Activities that will help me when I graduate? • Four year plan? Courses I want to take • Outcomes-What do I need to accomplish before I graduate so I will be successful after I graduate?

16. Annual Goals and Objectives • What do I want to be able to do by this time next year? • As you review your goals and objectives • += completed goal/objective • - = incomplete goal/objective • ?=disagreement with goal/objective

17. Accommodations/ Considerations • How often will I and my parents know my progress? • Is special transportation required for me to get an education? • PE? • Vocational Education?

18. Special Factors • Assistive Technology? • Communication Needs? • Need for Braille? • Limited English Proficiency • Behavior

19. Accommodations • As you review the supports that help you learn: • + = successful accommodation • - = unsuccessful accommodation • Write in additional things that you think would help

20. State and District Testing • Terra Nova • The Writing Assessment • The NM Competency Exam

21. ESY • DOES NOT APPLY TO GIFTED • Extended School Year Services • What does regression mean? • What does recoup mean?

22. Service Schedule • What services do I need to achieve my goals and objectives? • AES Services • Additional Special Education Services

23. Least Restrictive Environment (LRE) LRE means that gifted students are not removed from their peers except for individual advisement with their AES facilitators.

24. Before the IEP

25. Before the IEP • Prepare a meeting invitation with your case manager • Prepare an agenda with your case manager • Know what to do if you have a question during the meeting • Know what to do if you have a disagreement during the meeting • Know what to do if you become uncomfortable during the meeting

26. The IEP Meeting

27. Beginning the IEP • Greet and thank team members for coming • Introduce each member and tell what they do in your education • Review Ground Rules • Review Agenda

28. Ground Rules • The IEP will start and end on time. • Don't interrupt when another participant "has the floor." (This includes no “sidebar” conversations.) • Don't criticize the ideas of others. (No put downs) • Build on the ideas shared by others. • Remain open-minded and non-judgmental. • Everyone participates, no-one dominates. • Complaints are okay when they come packaged with a solution. • Make compromises when necessary. • Stick to the Agenda and time frames. • The Facilitator is empowered to enforce ground rules.

29. Agenda • Introductions • Ground Rules • Where is the student now? (PLP) • Where does the student need to be a year from now? (AG&OBJ) • How are we going to get him there? • Considerations/Accommodations/ • State and District Wide Assessment • Services • ESY • LRE • Debrief the IEP

30. You will be Provided Support During the IEP Meeting • Although you are facilitating, your AES facilitator will be the record keeper • When discussing difficult topics, your facilitator will help you to keep the focus on what you CAN do • Your facilitator will help you to create a visual signal to use if you become overwhelmed • The facilitator will call a time-out if you need a break

31. Ending the Meeting

32. Debrief • Ask participants what they thought made the meeting successful • Ask if they thought anything needed to be changed • Thank everyone for coming