Individualized Education PRogram

1. Individualized Education PRogram

2. Steps In the Iep Process • Pre-referral Intervention • Multifactored Evaluation • Identification • Program Planning • Placement in Least Restrictive Environment • Implement Special Education • Review and Evaluation

3. Prereferral Intervention • Teacher or parent reports concern with child’s learning, behavior, or development, or results of a screening test indicate possible delay. • Parents are notified. • Intervention assistance team works with teacher to plan and help implement modifications in curriculum/instruction in an attempt to solve the problem. • Prereferralintervention is not required by IDEA

4. Evaluation • Parent consent must be obtained for testing and evaluation. • Evaluation must not discriminate. • MFE considers all areas related to the suspected disability. • MFE uses a variety of assessment tools and strategies. • MFE should provide information to help determine if the child has a disability, what kinds of related services might be needed, and how the child can participate in the general education curriculum

5. Identification • Team of qualified professionals and the parents review the MFE results and all relevant information to determine if the child has a disability and is therefore eligible for special education. • Parents participate in the eligibility decision. • If no disability is determined, the process stops.

6. Program planning: IEP “The IEP is an individually tailored program of special instruction, related services, assistive technology, and supplemental aids and services to meet the child’s needs that result from the disability.”

7. IEP Must Include: • Measurable annual goals, including benchmarks or short-term objectives • A statement of services that enable the student to be involved in and progress in the general academic curriculum and extracurricular and other nonacademic activities • A statement on the extent to which the student will participate in state- and district-wide testing programs • A positive behavior intervention plan if necessary • Transition needs and services beginning at age 14

8. Placement • Determined by the IEP team after the child’s educational needs and the services needed to meet them have been identified. • IDEA presupposes the general education classroom is the starting point for the least restrictive environment. • IEP must contain an explanation of the extent, if any, to which the child is to be removed from the general education classroom. • Parents participate in and must consent to the placement decision.

9. Implement • The IEP is implemented in the LRE. • The child participates in the general curriculum and extracurricular activities of the school. • The child participates in the state- and district-wide assessments. • The IEP specifies accommodations/alternative assessments if necessary • Parents can request change of program and placement.

10. Review and evaluation • Parents must be provided with periodic reports on child’s progress toward meeting annual goals. • The IEP must be reviewed periodically, but not less frequently than annually, to determine if annual goals are being met. • IEP team may decide that the disability is no longer present or that the child’s education is no longer adversely affected by the disability and services are no longer needed.

11. Let’s look at an IEP! • Blank IEP • Annotated IEP

12. Sample IEP- 4th Grade • Michael

13. Resources: • ODE Students with Disabilities • Special Education Forms • ODE Office for Exceptional Children