IEP Team

1. IEP Team By: Danielle T, Kelly H, Rachel S, and Erika T

2. Objectives • Gain a knowledge and understanding of an IEP team

3. Name and Purpose of Team • IEP Team (Individualized Education Program Team) • Special Education Team • Purpose: • To determine a student’s eligibility for special education and related services • To create/develop students’ an IEP • To plan, monitor, and evaluate the provisions of special education services

4. An IEP is a road map • Created to guide instruction and the delivery of services • Focus on students’ strengths and individual needs

5. Purposes for IEP Team Meetings • Annual Reviews • Assessment Reviews • Determine eligibility • Develop the IEP • Plan for transitions between programs and/or schools

6. Time and Frequency of IEP Meetings • After a child is found eligible for special education services, a meeting must be held within 30 days to develop the IEP • School system notifies the child’s parents of when and where the meeting will take place • When the IEP is written, it is time to provide the child with the special education and related services listed in the IEP

7. Reviewing and Revising the IEP • At least once a year a meeting must be scheduled with IEP team members to review the child’s progress and develop next year’s IEP • IEP meetings must be long enough to address all concerns- the length of the meeting may vary depending on the purpose • IEP team may meet periodically during the course of the school year • Example: Parent may feel their child isn’t making good progress towards certain goals • Example: Special educator may want to write new goals

8. Parental Notification • At least 10 days before the scheduled IEP team meeting, the public agency representative must take steps to make sure that parents are provided written notice of the meeting, time, location, and purpose

9. Meeting without a Meeting • The team doesn’t have to meet physically to modify the IEP • According to IDEA 2004, there are 3 conditions that must be met • Cannot be used with the IEP meeting that is required annually • Must be agreed upon not to meet • Modification to the IEP must be in writing

10. Members of the IEP Team • Parents- Parents of the child with a disability are vital members of the IEP team, with an expertise to contribute like no one else’s. • Special Educators- Special educators, with their knowledge of how to educate children with disabilities, are obviously a very important part of a child’s IEP team. • General Educators- If a child is participating in the regular education environment (or is going to be participating), then IDEA requires that at least one regular educator of the child be included on the IEP team.

11. Members of the IEP team • A Representative of the School System-The IEP team must also include a representative of the school system, who has the authority to commit agency resources. This person must have specific qualifications. Find out what those are. • Someone to Interpret Evaluation Results-Someone on the IEP team who can interpret the child’s evaluation results and discuss what they mean in terms of instruction.

12. Members of the IEP Team • Others with Knowledge or Special Expertise about the child.-Either the parent or the school system may invite others to join the team, if they have knowledge or special expertise about the child. This can include related service providers. • The Students with the Disability (when appropriate)- Of course, the student with a disability might have something to say about his or her own education!

13. Does the membership vary or remain the same? • VARY!- It is not always appropriate for the student to be apart of the IEP team so the participation of the student varies depending on the specific circumstance. • Also, Individuals who have knowledge or special expertise regarding the child, including related service personnel are invited at the discretion of the parent or agency.

14. Permanent Members • Parents • Special Educator • General Educator • Representative of a local public agency (school principal, school administrator) • Transition Services Agency Representative • A Person who can interpret Evaluation Results ( School Psychologist, Speech and Language Pathologist, etc.)

15. Howard County IEP Team Guidelines • Infant & Toddlers Program (Birth-2yrs) • Countywide multidisciplinary early intervention program • Howard County Public School System, Howard County Health Department, and the Howard County Department of Social Services provide services to eligible infants, toddlers, and their families • The Preschool Child Find Team (3-5 yrs) • Anyone may make a referral • Service coordinator will contact the family to set up the evaluation process

16. Howard County IEP Team Guidelines for School Aged Children • Private or Religious affiliated school in Howard County must make the referral by • calling the Child Find Program • Parent/guardian must then filling out the: Parent Referral Form, Parent/Guardian Questionnaire, the Educational Report form • provide written consent to allow staff to review the student’s records and other reports made by specialists and teachers • These requests must then be sent out to the principal of the school child attends (if HoCo resident) or to a school near the private/religious school (non HoCo residents) • Children attending a public school will receive identification and assessment services at the school

17. Howard County IEP Team Guidelines IDENTIFICATION • The IEP Team will receive the referral and begin to review any existing records, data, and information collected from the school, teachers, parents, and any other related services. • They will also look at instructional interventions and strategies as well as classroom assessments and observations • Based on the information gathered, the IEP Team will determine the appropriate need for assessment

18. Howard County IEP Team Guidelines ASSESSMENT • If it is determined that a disability may be present the IEP Team will determine which assessments will be administered • Written parental consent must first be given before any form of assessment is given

19. Howard County IEP Team Guidelines EVALUATION • Reviews of the student’s records, reports, and results are completed after the assessing • An Evaluation Report is completed to determine eligibility of special education and related services • The Evaluation Report and identification of disability must be completed with 60 days from the date of consent OR within 90 days of receiving the referral (whichever comes first)

20. Howard County IEP Team Guidelines INDIVIDUALIZED EDUCATION PROGRAM • The IEP team identifies staff members who help in the development of the IEP • Copies of all assessment results, reports, the Evaluation Report, and the written record of recommendations are provided to the parents • An IEP is developed with input from the parents within 30 days of the meeting to review the assessment results • The IEP team then reviews the IEP, identifies services that are needed to implement the IEP, and determines requirements of services in the student’s Least Restrictive Environment

21. Models and Strategies of Collaboration and Consultation • Respect for others, creativity and flexibility • Patience and tolerance • Commitment to working together • Clear communication • Knowledge of role on team

22. References • www.hcpss.org • http://nichcy.org/schoolage/iep/team • http://www.msde.state.md.us/

23. Think, Pair, Share • As a future educator what are some things that you would consider when collaborating with an IEP team?