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Putting Together the IEP Puzzle!!!

Putting Together the IEP Puzzle!!!. A Training Series for Parents. Putting Together the IEP Puzzle!!!.

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Putting Together the IEP Puzzle!!!

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  1. Putting Togetherthe IEP Puzzle!!! A Training Series for Parents

  2. Putting Together the IEP Puzzle!!! The contents of this presentation were developed, in part, under a grant from the U.S. Department of Education, #H328M100005. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, David Emenheiser. This presentation is funded, in part, by a contract with the Oklahoma State Department of Education (OSDE). Views expressed in this presentation do not necessarily reflect the opinions of the OSDE.

  3. 1) Special Education 1012) The IEP Meeting: An Overview3) The IEP: Step-by-Step through each Section4) Keeping it All Together: Record Keeping Basics

  4. The Oklahoma Parents Center is dedicated to the equality of children and adults with disabilities. Our mission is to train, inform, educate and support parents, families, professionals and consumers in building partnerships that meet the needs of children and youth with the full range of disabilities ages birth through twenty-six.

  5. The IEP Meeting An Overview

  6. Goals of this Training • What is an IEP - IEP Meeting • When and Where is the IEP Meeting • What should you do before the IEP Meeting • What happens at the IEP Meeting • Who develops the IEP • What information needs to be in the IEP • What to do if you disagree with something

  7. What is an IEP – IEP Meeting #1 An Individualized Education Program (IEP) is a written document of the educational program designed to meet a child’s individual needs.  The IEP Meeting is a collaboration of a team (including parents) to prepare this document.

  8. What is an IEP – IEP Meeting #2 Your child’s IEP lists the special education services, goals and accommodations your child will receive, based upon his or her individual needs. Consider it the Blueprint for your child’s education!

  9. What is an IEP – IEP Meeting #3 The IEP has two general purposes: • to establish measurable annual goals for the child; and • to state the special education and related services and supplementary aids and services that the public agency will provide to, or on behalf of, the child.

  10. When and Where #1 A meeting will occur at a mutually agreeable date and time. Parents will be given prior written notice of the expected date and time of the meeting.

  11. When and Where #2 The school must tell you in writing: • the purpose of the meeting; • the time and place for the meeting; • who will be there; and • that you may invite other people who have knowledge or special expertise about your child to the meeting.

  12. When and Where #3 The school must hold the meeting to develop your child’s IEP within 30 calendar days of when your child is found eligible for special education services. You must agree to the program, in writing, before the school may carry out your child’s first IEP.

  13. When and Where #4 Each IEP meeting is typically held in the location the child is expected to receive services.

  14. When and Where #5 The IEP must be reviewed at least once every 12 months, but can be revised as necessary upon request by an IEP team member.

  15. When and Where #6 It may take more than one meeting to write a complete IEP. If you find more time is needed, ask the team to schedule another meeting.

  16. What should you do - before the IEP Meeting #1 Request a Translator, if you need one.

  17. What should you do - before the IEP Meeting #2 Review the information on your child. • Make a bulleted list of your concerns; • What motivates your child; • What challenges does your child face; and • What short-term and long-term goals do you have.

  18. What should you do - before the IEP Meeting #3 Review the Draft IEP and other documents that will be discussed at your meeting.

  19. What should you do - before the IEP Meeting #4 Talk with your child about the upcoming IEP and ask about school.

  20. What should you do - before the IEP Meeting #5 Think about your child’s involvement in general education classes.

  21. What should you do - before the IEP Meeting #6 Ask your child if he/she would like to participate. If your child will be attending all or part of the IEP meeting, explain how the meeting works in a way that he or she can understand.

  22. What should you do - before the IEP Meeting #7 Brainstorm with people.

  23. What should you do - before the IEP Meeting #8 Know your rights.

  24. What should you do - before the IEP Meeting #9 Think about any areas where you and the school might disagree.

  25. What should you do - before the IEP Meeting #10 Consider whether you’d like to invite another person to go with you to the IEP meeting.

  26. What should you do - before the IEP Meeting #11 Breathe!

  27. What happens at the IEP Meeting #1 At the IEP meeting the team will develop, review, and/or revise the IEP document. Usually, your child’s main teacher goes first. Share your ideas as the meeting goes along. 

  28. What happens at the IEP Meeting #4 The discussion will include talking about: • your child’s strengths; • your concerns for enhancing your child’s education; • the results of the most recent evaluation of your child; and • your child’s academic, developmental, and functional needs.

  29. What happens at the IEP Meeting #5 The team will also talk about what is sometimes referred to as “special factors.”

  30. What happens at the IEP Meeting #6 #1  Limited English proficiency “Does the student have Limited English proficiency?”

  31. What happens at the IEP Meeting #7 #2Blindness or visual impairment “Is the student blind or visually impaired?”

  32. What happens at the IEP Meeting #8 #3  Communication needs “Does the student have communication needs?”

  33. What happens at the IEP Meeting #9 #4  Deafness “Is the student deaf or hard of hearing?”

  34. What happens at the IEP Meeting #10 #5  Assistive technology “Has the Team determined that Assistive Technology is necessary to implement the student’s IEP?” a. “If Assistive Technology is required to implement the IEP, describe the Assistive Technology, devices and services that are needed.

  35. Consideration of Special FactorsAssistive Technology Definition Assistive Technology (AT) is “any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.”

  36. Consideration of Special FactorsAssistive Technology Resources Oklahoma ABLE Tech https://www.okabletech.org/education-services/at-services-for-pk-12/ They provide Assistive Technology (AT)devices and services for Oklahomapublic school students, educators,and families.

  37. Consideration of Special FactorsAssistive Technology Examples

  38. What happens at the IEP Meeting #11 #6  Behavior “Does the student’s behavior his/her learning or that of others?

  39. What happens at the IEP Meeting #12 #7  Services Required “For any primary question above marked yes, are services required on the IEP?” a.  “If yes, define services that will be provided through this IEP.” b. Make sure AT is included as part of the supplemental aids and services on the “services” section.

  40. Who develops the IEP The IEP team!

  41. Who develops the IEP – the Team#1 Who is on the TEAM? • You, as Parent(s) • Your Child

  42. Who develops the IEP – the Team#2 Who is on the TEAM from the School? • School Administrator • General Education Teacher • Special Education Teacher

  43. Who develops the IEP – the Team #3 Who is on the TEAM? Evaluation Personnel (Could be): • Psychologist • School Personnel • Speech-Language Pathologist • OT or PT

  44. Who develops the IEP – the Team #4 Who is on the TEAM from the School? Other Members of the Team.

  45. What must to be in the IEP – Present Levels Your child’s present levels of academic achievement and functional performance. • Work samples • Teacher observation • State/district assessments • Other skills test (Dibels, STAR, etc.)

  46. What must to be in the IEP –Annual Goals/Objectives Annual goals for your child. • Specific for your child • Measurable • Acknowledges areas of need • Bridges gap to grade level school work • Objectives are required for students with significant cognitive disability

  47. What must to be in the IEP – Reporting Progress How your child’s progress will be measured. • What instrument will you use • How often will you get it

  48. What must to be in the IEP –Services The special education, related services, and supplementary aids and services that will be provided to (or on behalf of) your child, including program modifications or supports for school staff.

  49. What must to be in the IEP – Special Education Services Special Education. • Keep in mind the Least Restrictive Environment (LRE)

  50. What must to be in the IEP –Related Services Related Services. • can be anything that your child needs to benefit from special education • IDEA’s list of related services is quite long and is not all inclusive

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