Understanding Your Child’s Individual Education Program(IEP)How to have a voice in your child’s IEP meeting: Before, During and After

THE IEPThe Individualized Education Program (IEP) is a legal document developed by the IEP team. This team can include:

• Parent(s)/Guardian(s)• Student(s) (Important for age 14 & older)• Special Education Teacher(s)• General Education Teacher(s) (Agreement to Excuse)• Administrators (LEA Representative)• Behavior Interventionist• AEA Consultant • School Counselor • Related Service Specialists

https://www.youtube.com/watch?v=VkM0mmaxTwE

The IEP helps students with disabilities in reaching their goals. All students, regardless of age or disability, can be involved in the development of their own IEP.

According to the Individuals with Disabilities Education Act 2004, the IEP must focus on the student’s preferences, interests, needs and strengths

Key Points to Remember• The IEP document is written specifically for your child

• A new IEP is written at least every 12 months

• A re-evaluation of services is conducted every 3 years

• Parent(s)/Guardian(s) have a right to invite anyone to an IEP meeting

• Names of all individuals attending the IEP meeting will be documented on page “A” of the IEP

• A DRAFT IEP will be presented at every IEP Review/Re-evaluation meeting, it does NOT mean the form is a finished document

• Parent(s)/Guardian(s) may indicate a disagreement on the IEP form

• If you need professional assistance with understanding the components of an IEP there are options to consider

Five Phases of the

IEP Process

Gather Informati

on

Set the Direction

Develop the IEP

Implement the IEP

Review and

update the IEP

Equal Voice in Creating the IEP

• IEP documents represent shared opinion or consensus of the IEP team

• The Team includes students and Guardians as equal partners

• Work cooperatively with all members of the team

• Always remain student focused

IEP MEETING

Before The IEP Meeting: Ask for a copy of the IEP draft in

advance

Ask for a copy of all draft documents

Make all of your requests in writing

Make notes of tasks/skills your child has mastered

Review records and reports from past IEP’s

Collect any current medical information

Collect information on your child’s specific disability

Talk to your child about their interests, likes and dislikes

Know what the components of the IEP include

Make notes about the services you want to discuss

Always consult the Procedural Safeguards Manual

At the IEP Meeting: Arrive on time

Take someone with you to the IEP to take notes

Bring a copy of previous IEP(s)

Share your notes, ideas, and information

Bring a copy of articles that may be relevant

Ask questions when you don’t understand

Be polite and assertive

Listen to those who disagree

Make your points clearly

If you disagree – ask that the team include it in the IEP document under Parent Concerns on Page “B”

Always ask for options

Know your child’s abilities and goals

Voice your opinion

Be sure you get a final copy of the IEP

• Present Level of Academic Achievement and Functional Performance = (PLAAFP)• Current statement of performance levels (see IEP pgs. B

and D)

• Measurable annual goals / objectives to address areas of concern • (see IEP pg. D)

• Related Services delivery hours – if applicable • (see IEP pg. F)

• Testing & Classroom accommodation/modifications• (see IEP pgs. F and G)

• Transition Plan (age 14 and older)• (see IEP pg. B living, learning & working)

• Extended School Year Services (ESY)• (see Procedural Safeguards Manual)

• Placement – where the child will receive their education• LRE = Least Restrictive Environment• SDI = Specially Designed Instruction

• (see IEP pg. F)

Important Components of the IEP

THE PLAAFP Present Level of Academic Achievement and Functional Performance

• Required Components• The student’s strengths, interests and preferences • The unique needs of the student• How the student’s disability affects involvement/progress

in the general education curriculum • Parent(s)/Guardian(s) concerns • Other Information Essential to the students needs• Course of Study• Transition Information (age 14 and older)

TRANSITION• In an IEP, a “Transition Plan” refers to a federally

mandated plan that addresses the transition from School to Adult Life (Career, Post-Secondary Education & Independent Living)

• Planning is mandated to begin no later than the first IEP to be in effect when the student turns 14

• The student must be involved in making these plans if at all possible

TRANSITIONS Early Intervention to

Preschool Preschool to Elementary

School Elementary School to

Middle School Middle School to High

School High School to Adult Life

GOALS & OBJECTIVES

Do the goals address the needs that are identified in the PLAAFP

ARE THE GOALS…Specific

Based on needs (both academic and functional) and identified in the PLAAFP

Measurable Progress is objectively determined at frequent, defined data points

Attainable Realistic, related to the most critical needs, achievable in one year

Relevant With a Standards’ outcome in mind

Time-Bound Clearly defined beginning and ending dates; within one year

Examples of ways to measure progress Tests Daily work samples Portfolio Benchmark tests Statewide assessment information Objective evaluation

MEASURING GOALS https://www.youtube.com/watch?v=T908it7uGvY

HOW WILL YOU KNOW?How will I know how my child is doing on

each goal?

Reporting Progress…• IEP must state how the student’s parents will be

regularly informed of their child’s progress toward the annual goals

• Regulations require that the frequency of reporting must be at least as often as reporting for parents of general education peers

RELATED SERVICES

Related services supplement that activities provided in the classroom. These may include:

• Advocacy • Assistive technology• Audiology• Counseling Services• Occupational Therapy• Physical Therapy• Psychological Services • Speech-Language Therapy • Social work

Heartland Area Education Association

(AEA)

&

Parent Educator Connection (PEC)

When deciding Special Education Placement: The most appropriate placement in the Least Restrictive Environment

This means, as much as possible, with general education peers. This will be determined after the goals and objectives have been developed. Many school districts provide a range of placements, and the team’s goal is to decide which is the most appropriate.

The IEP must state how much time the child will spend in the general education classroom and how much will be in Special Education classes and/or Related Services.

LEAST RESTRICTIVE ENVIRONMENT

“LRE”

ACCOMMODATIONS

• Accommodations might be necessary to measure academic achievement and functional performance on State and District wide assessments.

• What ever accommodations are selected for testing use are the same ones to be used for classroom instruction.

POST IEP MEETING Read over the final draft of the IEP and ask

questions

Look at your child’s schoolwork daily

Monitor progress of IEP goals & objectives

Schedule conferences with various educators… when necessary

Meet with parent support groups

Plan for future goals

WHAT TO DO AFTER THE MEETING

MORE MEETINGS?

• You will meet annually to update your child’s IEP. It must be on or before the “Annual Date” of the previous IEP

• You can update or make changes to the IEP at any time. You just need to request a meeting

• You will meet every 3 years to see if your child is still eligible for Special Education Services. This is called a “Re-evaluation” and it is possible your child will go through an assessment (testing) process

ANSWERS & SUPPORTSWhere can family’s find answers to IEP questions/concerns

Your child’s Special Education Teacher Your Schools Behavior Interventionist Your Area Education Association (AEA) Your Parent & Educator Connection (PEC) Your Schools Administrator Your Districts Special Education Director The Iowa Department of Education Ask Resource Center Community Support Groups

Outside Agency SupportsWhere to start?

State of Iowa Resources County Resources Case Management/Coordination Services Employment, Residential, Respite/Supported Community Living (SCL) Disability Support Groups Advocacy Therapy Services (Counseling, Physical Therapy, Occupational

Therapy, Speech Therapy) Nursing, Homecare & Supplies Child Care Legal Services / Financial Services Miscellaneous Services Recreation/Leisure Activities & Camps Volunteer Activities Education Opportunities

NEVER BE AFAID TO ASK QUESTIONS? Randy DohmenLearning Supports & Family Engagement Coordinator