; An Introduction to the IEP Process and Document
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An Introduction to the IEP Process and Document


  • pg 1
									   An Introduction to the IEP:
the Cornerstone for Our Work as
       Special Educators
  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
   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
   Supports student involvement and
    progress in general education
         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
 Support or related services provider (SLP, OT, PT,
 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
 Consider special circumstances—e.g.,
  accessibility or interpreter needs
          Meeting Basics
 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
 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
 Share essential information from the IEP with
  other teachers and school staff—especially
      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

   A super resource! Links families and
    educators for better understanding and
   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
   Notify resident district if out of district
   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

   New option with IDEA 2004.
   Should be used infrequently and without
Individual Education Program
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

Purpose: To document the type and
 duration of IEP, demographic
 information, assurances of student and
 parent rights, and persons present at
               IEP Page A
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
         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
            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
   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

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

   Current Academic Achievement and
    Functional Performance relevant to goal
     Initialor most recent evaluation results.
     District wide assessment results.
     Comparison to general education peers.
               IEP Page D
   Baseline
     Current performance in measurable

     Established through at least 3 data

      points (not same day).
     Will be goal indicator.

     Must include a number.
   IEP Page D

                    IEP Page D
   Measurable Annual Goal
       Time frame (“In 36 weeks” or other).
       Conditions (when and how the individual will
       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
Group Activity

   Look at the following page of goals.
   What’s wrong with these goals?
   How would you fix them?
               IEP Page D

   Evaluation Procedures.
      How progress will be measured.

      How often progress will be measured.

      Use frequent and repeated measures.
                 IEP Page D

   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
 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
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
   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

   Provider(s) and when the service,
    activity, or support will occur.
      Provider should be a role not a
      Time and frequency for all services
       should be stated in minute or hour
       units per day/week.
               IEP Page F
   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
   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
           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
      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
     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
   Forms flow chart.
   Iowa Special Education Processes and
    Documentation 2007-08.
      Recommended Training

   See list.
   May want to use to strategize with your
           Closing Activities

   Class objectives and Musts.

   Questions.

   Course evaluation.

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