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Navigating the iep process

Navigating the iep process. Presented by: Natalie Vlna and Kim Smiley. What is RTI? .

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Navigating the iep process

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  1. Navigating the iep process Presented by: Natalie Vlna and Kim Smiley

  2. What is RTI? Response to Intervention Per the Illinois State Board of Education “Response to Intervention (RtI) is an approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant, and durable for all students, families, and educators. *A process that is designed to help provide high quality instruction and interventions to students who may be struggling.

  3. More about rti • Various reasons students may be in RTI or “problem solving”. Include but are not limited to: speech articulation, reading concerns, fine motor or gross motor concerns etc. Interventions should be monitored closely and reviewed approximately every 4 weeks. No progress—change intervention! Interventions changed and still no progress? Look at possible case study evaluation

  4. Iep eligibility • If you request a case study evaluation—you can NOT be denied the case study due to response to intervention. In other words, if you request it—the school needs to meet (WITH you) and consider the need for a case study evaluation. • http://www.isbe.net/spec-ed/html/categories.htm • Areas: Autism, deafness, deaf/blindness, emotional disability, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, speech and language impairment, traumatic brain injury, visual impairment

  5. Specifics for annual review meetings • If you have concerns, this is the time to state them! There is a specific spot on the paperwork for this purpose. • Notes—ANY concerns should also be documented in the notes page of the IEP. • Best practice for schools is to present paperwork ahead of time in DRAFT FORM for discussion and review at the meeting. (3-5 days)

  6. Annual review • Goal areas should match disability areas—e.g. if a student has a learning disability in reading, math and written expression they should have goals in those areas. • Other areas to improve in can also be goal areas (e.g. executive functioning etc.)

  7. Supplementary aids/accommodations • This area of the IEP refers to all of the accommodations and supports that aid in your student’s success. • Always remember that the end goal is to FADE most of these as we are working toward independence. • There are MANY accommodations and supports that schools provide. (examples on next slide)

  8. Examples aids/accommodations • Preferential seating • Copies of notes • Study guides • Visual support provided throughout day • Break assignments into chunks • Extended time on homework, tests quizzes etc.

  9. Assessment • This page of the annual review refers to all classroom, district and state assessments. • If a student has extended time on classroom based assessments and is utilizing that accommodation, it should be provided on state assessments. • All of the accommodations for assessments should also be listed in the supplementary aids/accommodations section.

  10. Educational services/placement • Special Education teacher minutes • Related services minutes • Placement Considerations: • There are generally 3 discussed at each meeting—one that does not provide enough support, one that best meets the students needs and one that is more restrictive than the student requires.

  11. Educational environment considerations • If the student has any special education class, self contained class or is pulled from the general education environment—that is listed on this page as well as the reasoning why. • Does this student attend his/her home school? If not, it needs to be explained why on this page.

  12. transportation • Specialized transportation around school listed here, if needed. • Specialized transportation to and from school listed here, if needed. • Specialized supports for transportation needed listed here as well –e.g. harness on bus, buckle guard, transportation assistant etc.

  13. Extended school year • Extended School Year—The IEP team determines eligibility for ESY for a student. Generally speaking, ESY is an option for students who are not making adequate progress on their IEP goals and/or will likely regress on skills if they don’t attend ESY. • If eligible, goals and services are discussed.

  14. Resources • Wright’s Law wrightslaw.com • Council For Exceptional Children……cec.sped.org • Autism Society of Illinois……..autismillinois.org • Learning Disabilities Association of Illinois • Illinois State Board of Education…..isbe.net

  15. Thank you!!!!!!!! • Feel free to contact us! • Natalie VlnaNatalie.Vlna@yahoo.com • Kim SmileyKwsslp@yahoo.com

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