IEP

1. IEP/Placement According to IDEA 1) Evaluation and identification 2) Development of IEP without regard to: category of disability availability of services 3) Placement based on IEP (not on disability or administrative convenience)

3. IEP�s Two Aspects of a Good IEP 1. Content 2. Technical/Legal Both aspects must be addressed in order to insure a quality educational plan

4. A Legally appropriate IEP is Individualized and Reasonably Calculated to allow the student to receive educational benefit.

5. Consequences of Inappropriate IEPs Reimbursement of Costs of Private School Compensatory Education Damages

6. IEP �Big Picture� All of a child�s unique needs must be addressed. The availability of services must not be considered in writing the IEP. The IEP is a legally binding document. The IEP must be individualized All of the components must be present

7. Who is the IEP Team? Classroom Teacher Special Education Teacher(s) Parent(s) or guardian(s) Child (if appropriate) Administrative (District) Representative Other individuals at discretion of parents or school staff

8. New Language �Not less than one� general education teacher and �not less than one� special education teacher are to be included on the IEP team. Attendance at the IEP meeting is not necessary if area of team member is not being modified or discussion OR if the parents and LEA agree person is not required. OR LEA and parents agree to excusal and member submits written input in writing prior to meeting Parent consent for excusal must be in writing

9. Administrative (District) Representative Guarantees that services outline in the IEP will be provided, i.e. not �vetoed� by higher level of administration May be any member of the school staff, other than the child�s teacher, who is �qualified to provide or supervise the provision of specially designed instruction to meet the needs of handicapped children Schools may determine who will serve in this capacity.

10. New Language LEA must be knowledgeable regarding general education curriculum

11. How does the team function? Primary purpose is to plan a program of special education and related services which is reasonable calculated to enable the child to receive educational benefit. Must focus on the unique needs of the child. Prepared with opportunities for full parental participation and equal input. Must address academic and functional outcomes

12. When does the IEP team meet? (initial placement) within 30 days of the M-team decision (ongoing) annually to review progress whenever there is a significant change in the program whenever parents or school staff request a meeting.

13. New Language After the annual IEP, parents and LEAs may make agreements not to reconvene the IEP meeting to amend or modify the child�s current IEP. Instead, they may develop a writing document. Upon request, parents will receive a revised copy of the IEP with the amendments incorporated.

14. Where does the IEP team meet? Usually in child�s school in a face-to-face setting. Can be accomplished through phone conferences, fax exchanges, computer conferencing. Emphasis (again0 is on parental participation)

15. What must the IEP contain? 1. Statement of child�s present levels of performance (PLOP) - academic and functional Statement of annual goals, (including short-term objectives) -academic and functional -must support progress in regular education and needs specific to disability

16. Periodic reports of the child�s progress toward the annual goals � provided with child�s report card. To the extent practical, programming will be based on peer-reviewed research. Statement of specific special education and related services to be provided to the childv that will assist them in making progress toward annual goals, participate in extra-curricular and other non-academic activities, and participate with other children with and without disabilities. (and the extent to which child will participate in regular educational programs.)

17. IEP Content (Cont) 4. Statement of needed transition services for students beginning no later than age 16 (14 if determined appropriate) by the time a child is 16 5. Written statement of accommodations necessary on state and district-wide assessments Appropriate objective criteria and evaluation procedures and schedules for determining the effectiveness of the plan.

18. Questions that support development of a �Better IEP� What are this child�s unique educational characteristics/needs? What will the district (school) do/provide in response to these needs? If services are effective, what goals and objectives will the child reach? (How will you know you are on the right track?)

19. General Principles Regarding IEPs (from case law) 1. All of a child�s unique needs must be addressed 2. The availability of services must not be considered in writing the IEP. 3. The IEP is a legally binding �commitment of resources.� 4. The IEP must be individualized. 5. All of the components of an IEP required by law must be present in the document.

20. Clinically Significant Change Goals & objectives represent meaningful behaviors that truly make a difference to students. For change to be clinically significant, it must be: due to intervention, not maturation real, not random important, not trivial

21. Functional Outcomes According to IDEA, all special educators are mandated to link intervention with a student�s core curriculum and overall academic goals. �Curriculum Based Instruction� Ask Yourself �Can you prove that the services you provide make a difference for this student?�

22. Present Level of Performance Starting point against which the level of progress toward the annual goal is measured. Must include information that corresponds with each annual goal how disability affects involvement and progress in general curriculum

23. Annual Goal Must be measurable Contain 3 parts: direction of behavior area of need level of attainment Must be related to the meeting the child�s disability to enable child to be involved in and progress in the general curriculum Starting point for measuring annual goal is the PLOP

24. Short Term Objectives (Benchmarks) Measurable, intermediate steps toward accomplishing annual goal. Attainment (or lack of attainment) of the short term objectives should be recognizable to parents, teachers or �3rd party� Contain two parts: specific description of behavior to be performed conditions under which student will be expected to perform.

25. When writing objective remember: Skills should be relevant to student Objectives should be linked to assessment information Objectives must be measurable Objective specify STUDENT (not teacher) behavior (Should have a minimum of 2 objectives per goal)

26. Transition Services Required for students aged 16 or older may be required for younger students if appropriate Purpose is to coordinate transition of student from school to community (or post-school experiences)

27. Classroom Modifications Must be included as appropriate Examples: grading discipline assessment texts tests

28. IEP Sins Failure to individualize the program to fit the student Failure to address all the student�s needs. Failure to sufficiently describe and specify all necessary services Failure to write clear, objective, meaningful, and reasonable PLOPs, Objectives, and Goals

29. IEP Virtues Full and Equal Parent Participation Truly Individualized to Fit the Student Present Levels of Performance and Needs/Characteristics Carefully Specified All Services, Modifications, and Supports to Meet the Student�s Needs Fully Detailed. Goals and Objectives Measurable, Real, and Taken Seriously.

30. Preparing for the IEP Meeting Invitation to Attend sent to Parents should set tone of mutual cooperation must contain child�s legal entitlement to services Provide Parents with Procedural Protections Information (See Appendix D) Review Information. Prepare Notes as Appropriate DO NOT WRITE IEP BEFORE MEETING

31. IEP Components For All Students PLOP Measurable Goals and Objectives Projected dates for beginning and ending plan Group Assessment status Explanation re: Nonparticipation with Nondisabled students All needed services fully described (amount, frequency,duration) Progress reporting

32. For Some Students Transition Services Behavior Plan ESL Needs Braille Communication Needs (AAC) Assistive Technology

33. Extended School Year Only need be considered when requested by team member or parent Child must demonstrate significant problems with REGRESSION and RECOUPMENT of skills Becomes part of the IEP

34. Problems with PLOPs Using PLOP as a category of eligibility �Todd has a learning disability.� Stating PLOP in vague terms (not measurable). �Cindy demonstrates delays in expressive language.�

35. Problems with Goals Insufficient Progress Projected Misuse of Percentages Not enough Not appropriate Regular Education Goals Vague, Meaningless or Not Measureable