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FAPE

FAPE. “The Big Three”. FAPE Free and Appropriate Public Education. Legal and Effective IEP Process Eligibility Procedural Safeguards. The IEP Process (Colorado Department of Education, 2008). Resources.

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FAPE

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  1. FAPE “The Big Three”

  2. FAPEFree and Appropriate Public Education • Legal and Effective IEP Process • Eligibility • Procedural Safeguards

  3. The IEP Process(Colorado Department of Education, 2008)

  4. Resources • CDE: IEP Procedural Manual http://www.cde.state.co.us/cdesped/download/IEP_Forms/IEP_Manual.pdf • CDE: CLD Toolkit and other Essential IEP-CLD Information: http://www.cde.state.co.us/cdesped/CLD.asp • IEP Description Videos: http://www.cde.state.co.us/cdesped/IEP.asp • DPS- Special Education IEP Documents-wikipage • Network Special Education Support Partner • Building Staffing Chair and IEP team • Own Resources

  5. IEP Jeopardy

  6. IEP-Calendar 10 points • This is the first step needed to Build an IEP Calendar. Back to Board

  7. IEP-Calendar 20 points • This is an important deadline date for IEP teams to hold IEP meetings for every IEP that is due on or before Dec. 1. Back to Board

  8. IEP-Calendar 30 Points • This is what IEP Stands for? • Individual Education Plan • Individualized Education Program • Individual Educational Plan • Individual Educational Program • It’s Extremely Perplexing Back to Board

  9. IEP-Calendar 40 points • This is a tool you can use to help IEP teams communicate about staffings and IEP meetings? • (Extra credit: 10 pts.What other tool can you use to help organize meetings for the entire year?) Back to Board

  10. IEP-Calendar 50 Points • It is essential to do this ASAP! Back to Board

  11. IEP-Timeline 10 Points • This is an IEP process that occurs when a student enrolls in DPS with an IEP from another school district. Back to Board

  12. IEP Timeline- 20 Points • This is the date that determines when a child with a Preschool with Disability (PSD) typically needs a re-eligibility meeting? Back to Board

  13. IEP Timeline- 30 Points • How many days does an IEP team have to develop the IEP after a student has been determined to be eligible for special education and related services? Back to Board

  14. IEP Timeline- 40 Points • What are the three processes that IEP teams must complete within 60 days after the district obtains parental consent? Back to Board

  15. IEP Timeline- 50 Points • This is what an IEP team needs to do for students who enroll in DPS with an Out Of District IEP whether the IEP team chooses to or not accept/adopt the IEP. • Extra Credit:10 Points How many days does the IEP team have to develop a new IEP if the team chooses to not accept the Transfer IEP?-Calendar or School days?) Back to Board

  16. IEP- Scheduling 10 Points • This is a meeting that can be held without a parent as long as there are no decisions made about eligibility, services, placements, and other provisions of FAPE during these types of meetings. Back to Board

  17. IEP Scheduling- 20 Points • This is a person a Case Manager would need to secure to attend an IEP meeting for a parent who is deaf or whose native language is other than English. Back to Board

  18. IEP- Scheduling 30 Points • These are the three essential forms that the Case Manager provides parents at least 10 days prior to the IEP meeting, in their native language or mode of communication? Back to Board

  19. IEP Scheduling- 40 Points • These are some of the actions that the Case Manager can do to ensure that the parent is able to participate in the IEP meeting and understand the proceedings of the IEP meeting. • Extra Credit: 10 Name one thing you have done to ensure parent participation. Back to Board

  20. IEP Scheduling- 50 Points • These are the least number of attempts a Case Manager needs to make and document to notify and invite parents to an IEP meeting. • (Extra Credit: 10 Where would attempts be documented?) Back to Board

  21. IEP Roles- 10 Points • This person’s role is to think about school activities they enjoy and would like to pursue. Back to Board

  22. IEP Roles- 20 Points • This person is responsible to prepare and print all of the required/applicable signature pages for the IPE meeting • (Extra Credit: 10 Points Name one of the required pages) Back to Board

  23. IEP Roles- 30 Points • This person’s role is to ensure the necessary arrangements for designated staff have been made to allow them to attend the IEP meeting Back to Board

  24. IEP Roles- 40 Points • This person’s participation in an IEP meeting is required if the student is an English Language Learner. • (Extra Credit: 10 Points Who is required to attend the meeting if the student’s parents are unable to understand and meaningfully participate in the IEP meeting due to language barriers?) Back to Board

  25. IEP Roles- 50 Points • These are three people that are always required at every IEP meeting. Back to Board

  26. IEP Resources- 10 Points • Name at least one website resource you can access when there are questions related to the IEP processes Back to Board

  27. IEP Resources- 20 Points • Who is the first person you would utilize for problem solving related to IEP processes? Back to Board

  28. IEP Resources- 30 Points • What do you need to do first before saving the CDE Culturally and Linguistically Diverse Toolkit onto your computer? Back to Board

  29. IEP Resources- 40 Points • Who is the Support Partner for your region? When would this person be contacted? Back to Board

  30. IEP Resources- 50 Points • What can you do to increase understanding of the IEP process for school building staff and/or parents? Back to Board

  31. Parent Safeguards • BIG IDEAS • FAPE- Free Appropriate Public Education • Parent involvement within the process • Parent Consent • Prior Written Notice • Resolution of Disagreements • Be sure that you use parent friendly language and not educational jargon when telling parents about their rights. • Be sure to present the procedural safeguards in a language that the parents understand. When necessary please ensure that there is an interpreter present at the meeting to help all parents understand their rights and this process. • Our goal is to ensure that parents understand their rights within this process.

  32. Self-Determination • How do we include the student’s voice in the IEP process? • Big Ideas • What is my IEP? • All IEPs contain 4 parts • Help the students understand each part • Participating in the IEP process and meeting. • Help the student understanding their accommodations. • Developing meaningful goals. • Understanding Services and who provides these services. • What are my rights as a Student with a Disability?

  33. Eligibility

  34. Eligibility • SLIC • SLD • PD-ADHD • SIED

  35. IEP Events and Procedures • ENCORE • CDE IEP Procedural Manual (2008)

  36. Questions and Thoughts

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