the iep process by kristin j. szewczyk ed.d./ccc-slp intermediate unit 1

The IEP Process

by

Kristin J. Szewczyk Ed.D./CCC-SLPIntermediate Unit 1

Speech-Language Pathologist

WELCOME!

Training Objectives

Discuss/Define terms associated with the Individualized Education Plan (IEP) process

Define the steps in the IEP process

Discuss the content of the IEP

Discuss the role of the parent in the IEP process

Discuss accepting your child’s disability

Identifying resources for the family

Terms

IEP-Individualized Education Plan

IDEA – Individual’s with Disabilities Education Act

FAPE – “Free appropriate public education”

Parent Consent

(Pennsylvania Department of Education, 2009; Slater & Norlin, 2007;

U. S. Department of Education, 2004, 2006a, 2007a)

Terms

LRE- Least Restrictive Environment

ESY- Extended School Year

Inclusion

Accommodations/Modifications

Procedural Safeguards(Pennsylvania Department of Education, 2009; U. S. Department of Education, 2006a, 2006c,

2006d, 2007a)

Where do we begin?

Identification

Child may be in need of special education services

“Child Find” activities (U. S. Department of Education, 2000, p. 2)

Referral Reasons School Personnel or Parent(Pennsylvania Department of Education, 2009; U. S. Department of Education, 2000, 2006a)

Evaluation

Parent Consent

Assessed in ”areas related to the suspected disability” (U. S. Department of Education, 2000, p. 2).

Performed by a team of qualified professionals

60 days to complete the evaluation

(Pennsylvania Department of Education, 2005; U. S. Department of Education, 2000, 2006a,

2006b)

Eligibility

Review results of evaluation Evaluation Team Parents

Determine eligibility for special education services IDEA Guidelines Disability Categories

(Pennsylvania Department of Education, 2009; U. S. Department of Education, 2006a, 2006b)

Disability Categories

Autism

Deafness-Blindness

Emotional Disturbance

Hearing Impairment

Mental Retardation

Multiple Disabilities

Orthopedic Impairments

Other Health Impairment

Specific Learning Disability

Speech/Language Impairment

Traumatic Brain Injury

Visual Impairment(Pennsylvania Department of

Education, 2009; U. S. Department of Education, 2006a)

Individualized Education Plan (IEP)

If student is found eligible, IEP meeting is held within 30 days after evaluation

IEP Team

IEP is written Needs of the student

(U. S. Department of Education, 2000, 2006a, 2006b, 2006c)

IEP Implementation

Written IEP is put into practice Implemented when parent consent is given Accommodations, Modifications, Related Services, etc.

Parents must receive a copy of the IEP

Teachers responsible for implementing IEP Must have access to a copy of the IEP

(U. S. Department of Education, 2000, 2006a, 2006b)

Measuring IEP Progress

Progress towards goals/objectives is measured Teachers/Related Service Providers

Parents informed of progress

(U. S. Department of Education, 2000, 2006a, 2006b)

Review of the IEP

At least once per year May be revised as needed

IEP meeting IEP team in attendance

Update IEP To meet current needs of student

Academic/functional performance levels Goals/Objectives

(U. S. Department of Education, 2000, 2006a, 2006b)

Reevaluation

Determine if student continues to be eligible for special education services Assess need for additional special education services

At least every 3 years

May be more frequent, depending on disability category

May be requested at any time by school personnel or parent

(U. S. Department of Education, 2000, 2006a, 2006b)

Content of the IEP

Academic/Functional Performance

Accommodations for Assessments/ Alternate Assessments

Transition Services

Goals and Short-Term Objectives How progress will be measured

(Pennsylvania Department of Education, 2005; U. S. Department of Education, 2000, 2006a, 2006c, 2007b)

Sample Goals/Objectives

Reading Goal: When presented with a timed weekly reading test, Joe will read 40-60 words per minute on four out of six tests.

How progress will be measured: Timed weekly tests

How parents will be informed of progress: Quarterly progress reports

(IEPWriter.com, 2008)

Sample Goals/Objectives

Math Goal: Given a weekly math probe, Joe will increase his digits correct per minute from 20 to 30 per minute at a math grade equivalent of grade 4.5 on four out of six probes.

How progress will be measured: Weekly Math Probe

How parents will be informed of progress: Quarterly progress reports

(IEPWriter.com, 2008)

Sample Goals/Objectives

Functional Given a toothbrush and toothpaste, Joe will independently complete 8 out of 10 steps involved with tooth brushing on four out of six measures of performance.  Objective 1: Given a toothbrush and toothpaste, Joe will independently complete 4 out of 10 steps involved with tooth brushing on four out of six measures of performance.

Objective 2: Given a toothbrush and toothpaste, Joe will independently complete 6 out of 10 steps involved with tooth brushing on four out of six measures of performance. 

(IEPWriter.com, 2008)

Sample Goals/Objectives

Functional (continued)

How progress will be measured: Data collection, observation, and consultation with staff

How parents will be informed of progress: Quarterly progress reports

(IEPWriter.com, 2008)

Content of the IEP

Supplementary Supports Related Services Program Modifications ESY services

Educational Placement Type of services Location of services

(Pennsylvania Department of Education, 2009;

U. S. Department of Education, 2000, 2006a, 2006c)

Role of the Parent

Request Evaluation/Reevaluation

Provide Input for Evaluation/Reevaluation/IEP

Inform IEP team of progress outside of school

Parent Rights Procedural Safeguards

(Pennsylvania Department of Education, 2005, 2009;U. S. Department of Education, 2000, 2006a, 2006b,

2006d)

My child has a disability.

You are not alone. Educational Team Ask Questions/Express Concerns Learn more about the disability

Resources and Supports for Families Family Support Groups Counseling Therapies outside of the school environment

(Bailey & Smith, 2000; Hastings & Johnson, 2001)

Resource List

Families and Advocates Partnerships for Education (FAPE)

PACER Center 4826 Chicago Avenue South Minneapolis, MN 55417-1098

(888) 248-0822; (612) 827-2966; (612) 827-7770 (TTY) E-mail: fape@pacer.org; Web: www.fape.org

National Information Center for Children and Youth with Disabilities (NICHCY) P.O. Box 1492 Washington, DC 20013 (800) 695-0285 (Voice/TTY); (202) 884-8200 (V/TTY) E-mail: nichcy@aed.org ; Web: www.nichcy.org Education

Resource List

Office of Special Education Programs Office of Special Education and Rehabilitative Services U.S. Department of Education Mary E. Switzer Building 330 C Street SW Washington, DC 20202

(202) 205-5507 (Voice/TTY) Web: www.ed.gov/offices/OSERS/OSEP

Resource List

Special Education Manual and IEP Process Flowchart http://www.ped.state.nm.us/seo/iep/e5.intro.pdf

Special Education in Plain Language http://www.specialed.us/Parents/pliepprocess.htm

Resource List

Support for Families of Children with Disabilities 2601 Mission Street Suite 606San Francisco, CA 94110

415-282-7494 Web: http://www.supportforfamilies.org/

Resource List

Technical Assistance for Parent Centers—

The Alliance PACER Center

4826 Chicago Avenue

South Minneapolis, MN 55417-1098

(888) 248-0822; (612) 827-2966

(612) 827-7770 (TTY)

E-mail: alliance@taalliance.org

Web: www.taalliance.org

Conclusion

Terms associated with IEP Process

IEP Process

Content of the IEP

Role of the Parent

Accepting Child’s Disability

(Bailey & Smith, 2000; Hastings & Johnson, 2001; Pennsylvania Department of Education, 2005, 2009; U. S. Department of Education, 2000, 2004, 2006a,

2006b,2006c, 2006d, 2007a, 2007b)

Questions?

References

Bailey, B., & Smith, S. (2000). Providing effective coping strategies and supports

for families with children with disabilities. Intervention in School and Clinic, 35(5), 294-296. Retrieved June 13, 2009, from

Wilson Web database.

References

Hastings, R. P., & Johnson, E. (2001). Stress in UK families conducting intensive home- based behavioral intervention for their young child with autism. Journal of Autism and Other Developmental Disorders, 31(3), 327-335. Retrieved September 13, 2008,

from Wilson Web database.

References

IEPWriter.com. (2008). Individualized education plan. Retrieved June 13, 2009, from https://www.iepwriter.com/pa/app/ user/index.asp

References

Pennsylvania Department of Education. (2005). Individuals with Disabilities Education Improvement Act (IDEIA) 2004 P.L. 108-446: What’s new? Retrieved June 9, 2009, from http://www.pde.state.pa.us/special_edu/lib/ special_edu/IDEIA0305_six_slide_handout.pdf.

References

Pennsylvania Department of Education. (2009). Chapter 14 special education services and programs state regulations compared to part 300 Individuals with Disabilities Education Act

federal regulations. Retrieved June 10, 2009, from http://www.pattan.net/files/law/sidebyside021209.pdf.

References

Slater, A. E., & Norlin, J. W. (2007). Autism case law: A desktop reference to key decisions. Horsham, PA: LRP

Publications.

References

U. S. Department of Education. (2000). A guide to the Individualized Education Program (IEP). Retrieved June 9, 2009, from http://www.ed.gov/parents/needs/speced/iepguide/iepguide.pdf.

References

U. S. Department of Education. (2004). Statute. Retrieved June 12, 2009, from http://idea.ed.gov/download/statute.html.

References

U. S. Department of Education. (2006a). Assistance to states for the education of

children With disabilities and preschool grants for children with disabilities; Final rule. Retrieved June 11, 2009, from http://idea.ed.gov/download/

finalregulations.pdf.

References

U. S. Department of Education. (2006b). IDEA regulations: Changes in evaluation and reevaluation. Retrieved June 10, 2009, from http://idea.ed.gov/explore/view/p/ %2Croot%2Cdynamic%2CTopicalBrief %2C4%2C.

References

U. S. Department of Education. (2006c). IDEA regulations: Individualized education program (IEP). Retrieved June 10, 2009, from http://www.ed.gov/policy/speced/ guid/idea/tb-iep.pdf.

References

U. S. Department of Education. (2006d). IDEA regulations: Procedural safeguards, surrogate parents, notice and consent. Retrieved June 12, 2009, fromhttp://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,15.

References

U. S. Department of Education. (2007a). Free appropriate public education for students

with disabilities: Requirements under section 504 of the Rehabilitation Act of

1973. Retrieved March 10, 2009, from http://www.ed.gov/about/offices/list/ocr/ docs/FAPE504.pdf.

References

U. S. Department of Education. (2007b). IDEA regulations: Secondary transition. Retrieved June 11, 2009, from http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,17.