Individualized Education Program (IEP) Process Overvie Process and Overview... · Individualized...

Individualized Education Program (IEP) Process Overview

Malisa Burkhart, Executive Director

Terri Lynne Ricetti, Coordinator

Napa Valley USD, Special Education

ACSA ~ Special Education Academy

Rancho Cordova October 10, 2014

IEP Process Overview 2

Outcomes: Participants will understand…

IDEA ’04 requirements for the IEP process

The IFSP, IEP and ISP process

Procedural Safeguards

FAPE, LRE and the continuum of service options

Educational Benefit

MIS Reporting (CA Special Ed Management Information System = CASEMIS)


IFSP, IEP and ISPInfant Family Service Plan (IFSP) – Part C Child-centered but family-focused

Culturally sensitive

Collaborative interagency coordination

Transdisciplinary approaches to assessment and delivery of services

Birth through age 2

Individualized Education Program (IEP) – Part B Documentation of assessment, goals and services

Ages 2 through 21

Individual Service Plan (ISP) Students who are parentally placed in a private school and eligible

for special education


Update on State and Federal Regulations

IDEIA signed by President 2004

Federal Regulations adopted 2006

State began legislation to bring

California into conformity in 2007 by

revising regulations


Focus of Revisions

Paperwork Reduction

Flexibility in Multi-Year IEPs

Alignment with NCLB – Fully Qualified

Teachers

Accountability in Testing

School Safety

Collaboration with Families


Guiding Principles of IDEA 2004

High Expectations and Agency Accountability

Improving Results through the General Curriculum

Education with Nondisabled Peers

Parental Involvement and Partnerships

Increased Efficiency and Flexibility


High Expectations and Agency Accountability

State and district assessment programs

with appropriate accommodations

Standard, non-standard, alternate

assessment

Schools report progress on goals and

objectives


Improving Results through the General Curriculum

Relating a child’s education to what

non-disabled students receive

Providing for general education

teacher’s participation in the IEP

process

Requiring the IEP team to consider

special factors


Education with Non-disabled Peers

Research supports the instruction of

students with disabilities in general

education with nondisabled peers

Service in general education means

needed supports and modifications


Education with Non-disabled Peers (cont.)

The Individual Educational Plan must include:

An explanation of the extent, if any, to which the child will not participate with non-disabled peers in the general classroom, and other activities

A statement of specific special education and related services and supplemental aids and services to be provided in general education


Role of the Parents

Provide consent to assessment and provision of

special education services

Participate in meetings for the identification,

evaluation, placement and FAPE

Parents are included in eligibility and placement

decisions

IDEA 2004 recognizes the importance

for parent/school partnerships and

non-adversarial dispute resolution.

Parents are offered mediation

as a voluntary option for dispute resolution.


Parent Rights

To receive prior notification

To participate in decision-making

To be informed of options

To provide written consent to assessment and special education services

To access an independent educational evaluation, if they disagree with district’s assessment

To access all records

To settle disputes voluntarily

To Due Process through state level hearing and complaint options


Increased Efficiency and Flexibility

The focus is on obtaining useful information

for instruction and decision-making

At three-year review: No need to reestablish

eligibility if the IEP team agrees that the

student continues to be eligible for special

education services

Each IEP is an opportunity to review

progress, evaluate needs and set

expectations for the student


Teacher Conference and Student Study Team Opportunities

Prior to referral to special education, meet with the teacher(s) individually or in a group to discuss student’s strengths, challenges, and accommodations and/or modifications implemented, and the outcomes (RtI)

Identify concerns and needs

Implement and document accommodations (RtI)

Develop further accommodations and options

Review and evaluate impact of accommodations and/or modifications on the student’s progress (RtI)


Timelines

15 days: After a written referral is received to develop and offer an assessment plan

15 days: For parents to provide informed written consent

IEP Team Meeting Notification in sufficient time to allow parent participation

60 days to hold IEP following

receipt of signed consent

Transition IEP in place

on 16th birthday


Timeline (cont.)

60 days to complete the assessment followed by: An assessment report

A meeting to determine eligibility

A written Individualized Education Plan, if eligible

Service/Placement recommendations

Parent’s signature (approval)

Expeditious placement

Annual review from date of last IEP meeting, or earlier if necessary

Timeline (cont.)

Interim placements, 30-day timeline

Requires administrator signature only

Gather IEP paperwork from previous district/SELPA

(release of information)

Provide services as close to previous placement as

appropriate

Assessment of student in current placement, as

appropriate

Convene IEP with parent within 30 days



Offer Assessment

Plan

& Obtain

Parent

Permission to

Assess

If Permission is

not Obtained in

15 Days-

Move BACK 1

Space

Start HereOR

Start Here

•Classroom Screening

•Observation

•Consultation

Parent Request

for Assessment

Establish

Suspected

Disability

Document

Modifications

Develop

Assessment

Plan

Only 15 Days

Allowed in

REFERRAL POND


Assessment in all

areas of suspected

disability

•Social/Emotional

•Communication

•Sensory Motor

•Academic

•Cognitive

Development

•Personal Care &

Living Skills

Provide all written

reports to parents

CAUTION

Stay no more

than 60 days in

Assessment Land


IEP Team

Meeting:

Establish

Eligibility

Develop

Goals &

Objectives

Recommend

Program

Placement

Options

Parent Approval of

IEP

(If not obtained in 15

days, move back

4 spaces)


Special Education

Services

OR

Program

Implemented

in Least

Restrictive

Environment

Periodic

Reports on

Goals (at least

as often as

report cards)

Reassessment

at least every 3

years (or as

agreed upon)

Return to Referral

Pond & Develop

Assessment Plan


Assessment: To Determine Eligibility

Whether a student has a disability

If there is a need for special education and/or

related services to benefit from education

Present level of educational functioning and

needs


Assessment Requires

Parent notice and obtain written consent

A meeting to review assessment and existing information from parents, teachers and others

The determination of additional information needed

Collection of additional information and/or administer tests

A written report by individual assessors or by the team of assessors


Eligibility (2-prong)

Specific Learning Disability

Speech or Language

Impairment

Emotional Disturbance

Intellectually Disabled

(AKA: MR)

Autism

Other Health Impairment

Hearing Impairment/

Deafness

Visual Impairment/Blindness

Deaf/Blindness

Orthopedic Impairment

Traumatic Brain Injury

Multiple Disabilities

A disability as listed in law, and because of the disability the student requires special education and/or related services


Reassessment

IEP team discusses need for

re-assessment

Parents are notified

Parents must provide written consent to

testing

After obtaining written consent, LEA

conducts the reassessment


ReassessmentFactors to consider and determine:

Whether the student continues to have a disability

The student’s present level of performance and educational needs

Whether the student continues to require special education and related services

Whether any additions/modifications to the special education and related services are needed to enable the student to meet the annual goals of the IEP and to participate, as appropriate, in the general education curriculum


The IEP Team Meeting


The IEP Team MeetingMembers

Parents

General education teacher

Special education teacher

Administrator or designee (Representative of the Local Education Agency authorized to commit LEA resources)

Individual who can interpret assessment results, if sharing assessmentA representative of the Early Start Program if the student is transitioning from IFSP (Part C) to IEP (Part B)

Student, when appropriate and always included in development of transition plan

Others (i.e., agency representative)


Unless they are excused

With prior parent permission

If the team member’s area of curriculum

or related service

Is not being discussed

Written input has been submitted (appraisal

form)


Role of the Administrative Designee at IEP Meetings

A representative of the LEA who is:

Qualified to provide, or supervise the

provision of, specially designed instruction to

meet the unique needs of children with

disabilities

Knowledgeable about the general curriculum

Knowledgeable about the availability of

resources of the local education agency


Administrative Designed Role (cont.)

District/County/ or SELPA employee authorized by responsible district of residence

Authorized to commit district resources

Responsible for:

Eligibility

Free Appropriate Public Education (FAPE)

Least Restrictive Environment (LRE)


IEP Meeting Chair

Responsibility for conducting the meeting

Ensure that special education process is followed by the IEP Team

Ensure that the IEP paperwork is completed and returned to the special education office

Explain the Parental Rights to the parent and answer any questions about their rights

Provide copies of assessment reports and IEP to all parties who need them

Follow-up on unresolved issues


Required Forms

Notice of special education referral

Assessment plan

Notification of team meeting

Learning disability eligibility form (for SLD only)

Transition plan (16+ years)

Current levels of performance, goals and objectives form

Program Description Summary


Role of the General Education Teacher

Provide information about the general education

curriculum

Identify the need for supplemental aids and

supports

Design program modifications

Request support for school personnel

Consider request for positive behavior

intervention


Transition PlanShould drive the process for students 15 years and older

By age 16: A statement of transition services and any interagency responsibilities or needed linkages

By age 17: A statement that the student was advised that all special education rights transfer to the student upon the 18th birthday (conservatorship)

Age 18: Transfer of rights, however must still notice parents as well as student; may order pamphlets from CA Bar Foundation [email protected]

mailto:[email protected]


Transition Requirements

Transition Plan based on student

assessment results and preferences

Activities to address Post Secondary

Goals

Post-Secondary Goals in

Education or Training

Employment

Independent Living (if appropriate)


Summary of Performance

For pupil whose eligibility for special

education ends due to graduation or

age eligibility termination

Provide to pupil

Summary of academic achievement and

functional performance

Recommendations on assistance pupil

will need in meeting post-secondary

goals


Present Levels of Performance

Stated in narrative form, Present Levels of

Performance must include the following:

A description of:

the strengths of the student in each area (i.e.,

speech and language, reading, social skills)

the educational needs of the student that result from

the disability

how the disability affects involvement and

progress in general education curriculum and/or

appropriate activities.


Standards Based Learning

IEP Goals become focused on student achieving Common Core State Standards

Common core goals

Skills needed to achieve standards

Accommodations required for instruction

Classroom instruction supported by

General education

Special education

Related services

Materials

Professional training

Support programs


Measurable Goals (and Objectives)

Addressing needs for involvement and

progress in general education based on

standards and benchmarks

Addressing the student’s other educational

needs

Written to represent expected progress over

a period of one year


Goals and Objectives (cont.)

Determine whether anticipated progress is

being achieved

Meet to revise IEP to address

Lack of expected progress

Results of assessment

Information provided by parents

Anticipated needs and other considerations

Meet and revise the IEP at least annually


Board of Education of the Hendrick Hudson Central School District, et. al. v. Rowley, et. ux. U.S. Supreme Court

1985

Federal law (94-142 or IDEA) requires a “free appropriate public education” (FAPE) for disabled children. If child is placed in regular classroom, the IEP should be “reasonably calculated to enable child to achieve passing marks and advance from grade to grade.”


Rowley (cont.)

Other than this, there is no substantive

standard prescribing the level of education for

disabled children. There is no requirement to

maximize the potential of each disabled child.

The courts are only concerned with whether

the agency has complied with the procedural

requirements and if the IEP is reasonably

calculated to enable the child to receive

educational benefits.


Free and Appropriate Public Education, Definition

Provided at public expense, under public supervision and direction, and without charge

Meets the standards of the State Education Agency

Includes preschool, elementary and secondary

Provided in conformity with the IEP requirements of IDEA 2004


FAPE Definition (cont.)

Requires specially designed instruction

Meets unique needs of the student with disability

Provides related services when required to assist a child with a disability to benefit from special education

Defines the relationship to the general education curriculum


FAPE (cont.)

Requires that alternative services

continue to be made available

to suspended or expelled students

Supportive School Climate and AttitudeToward Student Diversity = LRE

Engaging Curriculum Presented atInstructional Level of Student

Classroom Instructional Adaptation of Curriculum Requirements

Classroom ManagementSystem

Instructional Goals inSocial Skills Areas

BehaviorIntervention Plan

Functional Behavioral Analysis

More Restrictive Environment


Least Restrictive Environment (LRE)

To the maximum extent appropriate, children with disabilities, including children in public or private institutions and other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the general education environment occurs only when the nature or severity of the disability of the child is such that education in the general class with the use of supplementary aids and services cannot be achieved satisfactorily. Section 612(a)(5)(A)


Key Concepts of LRE

Must be individually determined and based on a student’s individual needs

Applies to all children with disabilities

The general education class is always the first choice

Consideration and use of supplementary aids and services to make the general education class a first and viable choice is required


Holland v. Sacramento CityThe Four–Part Full Inclusion Test1. The educational benefits available to

the student in a regular education classroom, supplemented with appropriate aids and services, as compared with the educational benefits of a special education classroom

2. The non-academic benefits of interaction with children who are not disabled


Holland (cont.)

3. The effect of the student’s presence

on the teacher and other children in

the classroom

4. The cost of mainstreaming the student

in a regular classroom

Educational Benefit

Reference Handbook on

Educational Benefit (NVUSD)



Continuum of Placements

Instruction in general education classes

(with supplementary services if

needed)

Service specific classes

Service specific separate classes

Non public schools

State school

Home/hospital instruction

Other


Required Content of the IEP: Aids & Services

Must enable the child to:

Advance appropriately toward annual goals

Be involved and progress in the general education curriculum

Participate in extracurricular and nonacademic activities

Be educated and participate with other children with disabilities and non-disabled children


Special Factors to be Considered

Behavior intervention and strategies

Language needs: Limited English Proficiency (LEP)

Instruction in and the use of Braille for a student with visual impairment/blindness

Communication needs and opportunities for a student with a hearing impairment/deafness

Assistive technology needs for a student who requires assistive devices or services to benefit from education


Program Description Summary

Services determined by the IEP team:

Dates: The start and end of the service

Location: For example, pull-out or in general

education with non-disabled peers

Frequency: At least 30 minutes per week

which includes consultation

Duration: For the regular school year;

Extended School Year (ESY), if eligible


Progress Reporting

Progress measured by providers and

documented on IEP

Reporting progress to parents at least

as often as general education progress

reports are sent home


Changes to the IEP

After the annual IEP meeting for a school

year

Parent and LEA representative may agree

To amend or modify the pupil’s existing

IEP without convening a team meeting

Parents may request that the IEP be

redrafted

LEA representative must inform team


Implementing the IEP

Work as a team/build

relationships

Focus on strengths and needs

of child

Vary teaching methods and

adapt the curriculum to meet

the child’s needs


Teamwork

Collaboration

Staff Support

Home/school partnership

ACBD

Always consult before deciding

Always communicate before doing….

…..so that there are no surprises


IEP Best Practices

Do not simply collect information, consider where it fits in the puzzle.

Do not lose the forest for the trees in assessing the child’s progress. Keep the big picture in mind!

Make sure the goals and objectives match the child’s skill level and abilities.

Be wary of too many goals and objectives.


IEP Best Practices

Make sure the goals and objectives are

not too general.

Describe skills to be achieved instead of

promising levels of achievement.

Make sure each service provider has a

copy of at least that portion of the IEP

he or she is responsible for

implementing.


IEP Best Practices

Make sure each service provider knows

the evaluation schedule for assessing

student progress on goals and

objectives.

Make sure the child’s progress toward

the goals and objectives is reported to

the parents as agreed in the IEP.

Be mindful of the student’s privacy.


IEP Best Practices

Listen to the parents’ concerns and

expectations.

Communicate with the parents and

keep them informed.

DOCUMENT!

DOCUMENT!

DOCUMENT!


Best Intentions

Hope for the best, plan for the worst and

expect surprises!

When life happens…


Alternative Dispute Resolution

1. Local Resolution Session

2. Resource Parents (Parent to Parent Support)

3. Program Specialists (Placement Specialist Support)

4. Facilitated IEPs

5. Solutions Panel

6. Local Mediation

The opportunity to resolve disputes at

the earliest stage under neutral,

non-adversarial conditions.


Conflict: Federal law requires that IEP meetings will be non-adversarial

The need to be right is a primary contributor to any conflict

Communication skills can contribute to conflict OR help to resolve it

People in conflict usually think they know the cause, but their assessment is almost always wrong

Strategies: Present a proposal, check for understanding, check for agreement & focus on what the team has agreed to

Stop and ask: Where are we? Where do we want to go? How will we get there?


Components of successful IEP Meetings

1. Planning:

Send parent packet (meeting notification, parent rights, parent input questionnaire)

Room set-up

Create an inviting atmosphere

Have agenda, charts and IEP forms ready

Be knowledgeable about all assessments and background information

Assessment reports

We need to remember how uncomfortable many parents feel in IEP meetings.

It’s a good practice to call new or concerned parents in order to answer any questions they may have or to review the IEP meeting process.


Components of Successful IEP Meetings (Cont.)

2. Group memory charts

3. Teamwork

4. Agenda

5. Strategies for managing

conflict

6. Completed IEP forms

7. Follow-up


The Agenda:A Road Map to Success

Where are we now?

Where are we going?

How far can we get this year?

How will we get there?

What route will we take?

Assessments-What does the student know and what can he do well?

Long term vision

Goals/benchmarks (based upon essential standards)

What services will be provided?

Where will the services be provided?


The IEP Meeting Agenda:A road map to a successful journey….

Welcome/ Introductions

Review meeting outcomes

Review IEP meeting

guidelines

Review/clarify parent rights.

Present levels of performance

Parents’ input

Educators’ reports


IEP Meeting Agenda (Cont.)

Summary of present levels of performance: strengths, weaknesses and needs

Determine eligibility

Develop goals and objectives

Determine program placement

Determine need for related services

Conclusion

Team signatures

Meeting evaluation


IEP Meeting OutcomesBy the end of this meeting, we will have:

A better understanding of the student’s needs so that

an appropriate educational plan can be developed

Appropriate and achievable goals and objectives that

reflect our high expectation for achievement this

school year

Appropriate placement, supports and services to

meet the student’s needs

Clear understanding for follow-up and communication

in the upcoming school year


The Importance of CommunicationIt’s not just what you say…It’s HOW you say it

55% Body Language

38% Tone

7% Content

Active listening – gather information regarding any conflict

“I understand you have some concerns, please tell us about them.”

Paraphrase: Would you state in your own words what Bob just said?

What I think I heard you say is …

Clarify information, when needed: “I don’t quite understand, could you repeat what you said?”

Would you say a little more about…

Acknowledge that people see things differently

Remember, the face communicates emotions


Strategies

Develop Procedural Guidelines (AKA: Ground Rules or Norms)

Be clear upon roles; when conflict arises assign a facilitator and recorder/note taker

Use a written agenda, capture concerns & desired outcomes, build upon small agreements & chart them

Defer Non-IEP Items into an Issue Bin

Develop an Action Plan so that all parties leave knowing next steps


Follow-up:Successful IEP Teams Ask the Following Questions:

Are team members working together to

implement the IEP goals and objectives?

Do all team members have copies of the IEP?

Do teachers’ lesson plans address the IEP

goals and objectives?

Does the instruction focus on the child’s

strengths and needs?

Is the child’s progress being monitored?

Are related services in place according to the

IEP?


Meeting Evaluation

What Worked?

Shorter meeting

Improved

communication

What could be changed or

improved?

Better room arrangement

Better preparation prior to

meeting

REMEMBER:The child is not static, but a dynamic being that is living,

breathing, and changing …..

…..therefore, the IEP must change with the

child!

MIS Reporting

CA Special Education Management

Information System (CASEMIS)

Compliance monitoring

(Dec. 1 & July 1)

Triggers of non-compliance

Error reports


Individualized Education Program (IEP) Process Overvie Process and Overview... · Individualized...

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