VIEWS: 2 PAGES: 57 POSTED ON: 2/26/2012
An Introduction to the IEP: the Cornerstone for Our Work as Special Educators Presenters: Mary Crandall, Secondary Transition Coordinator Jenny Fitzpatrick, Physical Therapist Becky Hays, Speech Language Pathologist Barb Hunt, Special Education Consultant Sara Kane, Parent Partner Penny McLaughlin, Special Education Consultant Janean Pennington, Special Education Consultant Jill Ries, Secondary Transition Coordinator Jane Smith, Assistive Technology Consultant Class Objectives Identify best practices in planning for and conducting IEP meetings. Identify each IEP page, its purpose, and its structure (process and document). Use Web IEP 4.0 version. Identify resources and suggestions for additional learning. Introductory Activity Introduce self to tablemates. What is your experience with IEPs? What purposes does the IEP and meeting serve? Purposes of the IEP Communicates priorities and services. Ensures collaboration and consensus building. Supports student involvement and progress in general education curriculum. Purposes of the IEP Documents commitment of resources. Creates accountability for services. Evaluates instructional effectiveness. Provides for compliance monitoring. Meeting Basics Participants must include (legal standard): Parent or guardian. Student, if fourteen older. Special education provider. General education teacher. LEA (district) representative or designee. Person to interpret evaluation data, if shared. Meeting Basics People that may also need to be invited to the IEP are: Person(s) that the parent or student requests be there. Support or related services provider (SLP, OT, PT, nurse). AEA team member (social worker, psychologist, building representative, consultant). Community agency or provider representative. Representative of the resident district, if needed. Meeting Basics Before the meeting: Prepare the student and parent. Establish an agreed upon date, time, duration, and location. Set a reasonable time to accomplish the purpose. Consider special circumstances—e.g., accessibility or interpreter needs Meeting Basics Discussion. Take two minutes with a table mate to talk about what you might do to set the stage for a productive meeting (e.g. partnering with parent, room arrangement). Take two minutes to discuss as a table. Meeting Basics At the meeting: Welcoming parent. Seating arrangements. Introductions. Meeting purpose and agenda. Participant roles. Ground rules. Decision making process. Meeting Basics After the meeting: Consider a follow-up phone call or e-mail to parent after the meeting. Send IEP to parent prior to final version. Allow her or him to give feedback. Timeline to final IEP document should be one week. Share essential information from the IEP with other teachers and school staff—especially accomodations Meeting Basics: Five R’s Relationships promote trust. Recognize that everyone has the best interest of the student at heart. Respect opinions that may differ. Remember that some compromise may be necessary. Realize that emotions may surface. AEA Parent-Education Partnership (PEP) A super resource! Links families and educators for better understanding and communication. Three staff members. Library collection at AEA 33rd Street building in Cedar Rapids. Phone (319) 399-6746. Meeting Notice Purpose: To ensure the opportunity for parent participation in each IEP meeting and to notify others involved in the IEP meeting. The written document is required as part of the IEP record. Meeting Notice 10-14 days prior to meeting. Begin scheduling in advance of when due to allow 10-14 day advance notice. Required participants and all that may attend. Notify resident district if out of district student. Agreement to Excuse may be used. Agreement to Excuse Attendance at IEP Meeting Purpose: To allow flexibility if circumstances preclude a required team member from attending an IEP meeting and to create a means for her/him to share needed information. New option with IDEA 2004. Should be used infrequently and without “patterns.” Individual Education Program IEP IEP Page A (Cover Page) IEP Page B (Present Levels Ages 3-12) IEP Page B (Present Levels Ages 13 -21) IEP Page D (Goals) IEP Page F (Services) IEP Page G (Services, Assessment, LRE) IEP Page A Cover Purpose: To document the type and duration of IEP, demographic information, assurances of student and parent rights, and persons present at meeting. IEP Page A Cover Procedural safeguards practice. Scan manual. Review Parental Rights Summary. Review summary tools. Observe modeling by facilitators. Practice with a partner. IEP Page B Present Levels (PLAAFP) Purpose: To “set the stage” for the discussion, to establish priorities for goals, and to identify what skills the student needs to improve to better access the general education curriculum. IEP Page B Present Levels (PLAAFP) Additional Purpose for Students Ages 13-21: To identify and target skills that will enable student to successfully live, learn, and work after she or he completes school. IEP Page B Present Levels (PLAAFP) Strengths, interests and preferences. Parent’s concerns Team considerations IEP Page B Present Levels (PLAAFP) Other information essential to IEP. Describe the effect of the disability on the involvement and progress in general education (curriculum and function). IEP Page B Present Levels (PLAAFP) Additional Content for Ages 13-21: Living, learning and working emphasis. Linking academic and functional performance to future post-secondary roles and environments. Specifics include transition assessments, post- secondary expectations and a detailed course of study. Web IEP Version 4.0 Introductory overview. Department of Education digital and other resources. IEP Page D Goals Purpose: To identify area(s) of prioritized need and provide a system for measuring the student’s progress in these area(s). IEP Page D Goals Current Academic Achievement and Functional Performance relevant to goal area: Initialor most recent evaluation results. District wide assessment results. Comparison to general education peers. IEP Page D Goals Baseline Current performance in measurable terms. Established through at least 3 data points (not same day). Will be goal indicator. Must include a number. IEP Page D Goals ALIGNMENT! IEP Page D Goals Measurable Annual Goal Time frame (“In 36 weeks” or other). Conditions (when and how the individual will perform). Behavior (what the individual will do, observable, countable, aligns with baseline). Criterion (acceptable level of performance). For students ages 13 – 21, check living, learning, and/or working boxes as applicable. Introduction to the IEP Day 2 Review agenda Any questions? Meeting basics reflection IEP Page D Goals Group Activity Look at the following page of goals. What’s wrong with these goals? How would you fix them? IEP Page D Goals Evaluation Procedures. How progress will be measured. How often progress will be measured. Use frequent and repeated measures. IEP Page D Goals Position(s) responsible for services. Use titles not names. District standards and benchmarks. “See attached graph.” This must be submitted to IMS at the completion of the IEP. IEP Page D Goals Major Milestones or Short Term Objectives/Dates Expected Required only for students who have alternate assessment. Comments/Progress Notes/Dates Achieved used as log. Progress Report shared with parents at reporting periods. Web IEP Practice Goals and Progress Monitoring IEP Page F Services Purpose: To document the services, activities, and supports to be provided so that these pass a “stranger test” and to document where services will be provided so that the time that the student will be removed from general education settings is clear. IEP Page F Services Special Education Services. Describe each service, activity and support indicated. Documented in sufficient detail so if the student moved to a new school the IEP could be readily understood and implemented as intended. Apply the “stranger test” and consider parent understanding. IEP Page F Services Provider(s) and when the service, activity, or support will occur. Provider should be a role not a person. Time and frequency for all services should be stated in minute or hour units per day/week. IEP Page F Services Minutes in Setting. Setting is defined by the majority of the students present in that setting. May be a combination of settings. Report total time in each setting for students ages 6-21. Use Early Childhood Setting worksheet for students ages 3-5. IEP Page F Services Least Restrictive Environment (LRE). Is the educational environment providing the greatest exposure to and interaction with general education students. Is most often referred to as the general education setting. Web IEP program calculates LRE. Percentages total 100%. IEP Page G Additional Services and LRE Purpose: To document additional services and the team’s rationale for choices related to the least restrictive environment. IEP Page G Services, Assessment, LRE Extended school year (ESY). Specialized transportation. Physical education. District wide assessments. IEP Page G Services, Assessment, LRE Least Restrictive Environment Considerations. Requires team to explain choices about settings Requires the student be educated successfully in the settings chosen. IEP Page G Services, Assessment, LRE LRE Practice. See pages 44 and 46, number 49 in red procedures manual. 3 sections: LRE Considerations, Will this individual receive…., and Will this individual participate…… Read and share as directed by presenters. IEP Page G Services, Assessment, LRE Progress Reports. Team identifies person responsible. Conclusions about goal progress should be data supported. Matches other reporting periods. Tools and Resources See Suggested Resources. Use the AEA website (www.aea10.k12.ia.us). Forms flow chart. Iowa Special Education Processes and Documentation 2007-08. Recommended Training See list. May want to use to strategize with your mentor. Closing Activities Class objectives and Musts. Questions. Course evaluation.
Pages to are hidden for
"An Introduction to the IEP Process and Document"Please download to view full document