The IEP Process

MAASE

New Administrators Workshop

October 2010

IEP Process

The IEP process is meant to be deliberate and equitable, and the individualized program plans that it generates are the means by which the educational concepts outlined in the law are guaranteed to each student and that student's family (Office of Special Education Programs [OSEP], 2000).

IEP Process

Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.

http://www2.ed.gov/parents/needs/speced/iepguide/index.html

IEP Process

To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork.

http://www2.ed.gov/parents/needs/speced/iepguide/index.html

Communication within the IEP Process A Shared Understanding

IEPProcess

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“Big Picture” Thinking

The writing of each student's IEP takes place within the larger picture of the special education process under IDEA.

IEP Team Members see the same target IEP is calculated to achieve accelerated rate of

growth to meet state standards IEP is monitored to ensure goal attainment Expectations for student achievement are high and

result in substantial growth Special education provides intensive intervention

Role of the Administrator in the IEP Process

Prior to the Meeting §300.321(a)(4) - A representative of the public agency

who-- (i) Is qualified to provide, or supervise the provision

of, specially designed instruction to meet the unique needs of children with disabilities;

(ii) Is knowledgeable about the general education curriculum; and

(iii) Is knowledgeable about the availability of resources of the public agency

Read the MET report and/or evaluation data Review progress monitoring data

Role of the Administrator in the IEP Process

During the Meeting Active participation as part of the IEP process Observe parent verbal/nonverbal communication.

Document parent requests not included in IEP in Notice with data recorded to support district decision

Verify connection of identified needs to the curriculum based on the disability

Carefully consider the provision of education in the least restrictive environment

Role of the Administrator in the IEP Process

After the Meeting Provide Notice to the parent as an offer of a Free

Appropriate Public Education (FAPE) on behalf of the district

Accountability - Ensure IEP is implemented with fidelity

Monitor progress to ensure goals are met within one year

Is student on track to meet/exceed goals? If not, what needs to be changed - QUICKLY

Role of the Educator in the IEP Process

General Educators Provide core instruction based upon state standards Analyze data to measure student progress Develop and implement intervention plans for students

not achieving at expected rates of learning Communicate progress data to parents and members of

intervention team Communicate the grade level standards expected of

students (including students with a disability) Special Educators

Provide intensive intervention so students can access the general curriculum

Communicate progress data to parents and members of intervention team

Develop and implement intervention plans for students not achieving at expected rates of learning

Role of the Parent in the IEP Process

Embrace the opportunity to participate in the educational process

Participate in the development and implementation of intervention plans

Communicate concerns/fears Report student strengths/areas of need Advocate for their child/student Note: It is near impossible to “catch the train”

once it has left the station.

IEP Process Core instruction Supplemental instruction Evaluation for a suspected disability

Review of Existing Data (Evaluation Review) Parent Consent to Evaluate Report of Findings

Development of Initial IEP and subsequent IEPT meetings

Monitor progress Reevaluate Reevaluation team IEP team meeting (ineligible) Supplemental instruction Core instruction

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IEP Development

A student-centered, team process requiring data-based decision-making aligned to curriculum that ensures educational benefit and complies with federal regulatory standards.

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The Retooled IEP Plan

Emphasis on Access to curriculum Integrated system to:

Implement requirements and practices for compliance; AND Focus on results for students

Alignment Curriculum Assessment Assessment State Standards State Standards IEPs Instruction Outcomes

Provision of Notice Initial IEP

Notice for Initial Provision of Services and Programs Reevaluation, Annual IEP, Amendment

Notice for Provision of Services and Programs Nonpublic Services Plan

IEP Plan Process

The Individualized Education Program Present level of performance Secondary Transition Plan Goals and Objectives Supplementary Aids and Services Participations Related Services and/or Programs

Notice for Provision of Services and Programs These are two SEPARATE but connected

activities

Step 1: Create the Individualized Education Program Plan

Step 2: The Notice (the form)

To: ParentFrom: District

The Complete IEP “Package”

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Enhance the Partnership

Opportunity to build trust within IEP team Staff (general and special ed), administrator,

and parent have meaningful dialogue Transparency and understanding of IEP plan Opportunity to validate parent concerns, etc. Parents and school work as partners in the

development and implementation of the IEP Parent may feel they are “losing even footing”

in the IEP process