document resume carlisle, lynn; lesniak, pat … › fulltext › ed315938.pdfdocument resume ed 315...

DOCUMENT RESUME

ED 315 938 EC 222 050

AUTHOR Carlisle, Lynn; Lesniak, PatTITLE The Individualized Education Program (IEP) Process:

Rights and Responsibilities.INSTITUTION California State Dept. of Education, Sacramento. Div.

of Special Education.PUB DATE 88NOTE 88p.; For related documents, see EC 222 038-052.AVAILABLE FROM Resc2rces in Special Education, 900 J St.,

Sacramento, CA 95814-2703 ($7.00).PUB TYPE guides - Classroom Use - Guides (For Teachers) (052)

EDR3 PRICE MF01 Plus Postage. PC Not Available from EDRS.DESCRIPTORS *Disabilities; Due Process; Educational Legislation;

Elementary Secondarl, Education; *IndividualizedEducation Programs; Liegal Responsibility; *ParentEducation; *Parent Responsibility; *Parent Rights;Program Development; Student Participation; *StudentRights

ABSTRACTThis document presents one module in a set of

training resources for trainers to use with parents and/orprofessionals serving children with disabilities; focus is on rightsand responsibilities in the Individualized Education Program ,IEP)

process. The modules stress content and activities that t',Aild skillsand offer resources to promote parent-professional collaboration.Each training module takes about 2 hours to deliver. The module guidehas eight sections: a publicity flyer, topic narrative, overview,trainer agenda, activities, summary, bibliography, and evaluation.Introductory information explains how to use the modules includingconducting a needs assessment, planning the training, selecting thetraining module, implementation, evaluation, and followup. Objectivesof this module are: (1) develop an awareness of the federal and statelaws and regulations which safeguard the rights of children withdisabilities and their parents, (2) develop an awareness of the IEPprocess, (3) examine the role and responsibilities of parents in theIEP process, (4) discuss techniques for effective parental andstudent involvement in the IEP process, and (5) practice goal writingfor the IEP. A Bibliography identifies five books, magazines, orother resources. (DB)

*****************************A***********************************P*****Reproductions supplied by EDRS are the best that can be made

from the original document.************t*****g****V(********Ic***t*********************Ir*****"t

U.S. DEPARTNINT OF ROUCATIONOffice of Educational Research and Improvement

EDUCATIONAL. RESOURCES INFORMATIONCENTER (ERIC)

Clr<is document Ku been reproduced UroCultived from the Person or oganizabenotigittiong it

0 Minor changes have been made to improvereproduction quality

Points of loww of opinions stated in this docu-mord do not necessarily represent officialOERI Motion or policy

"PERMISS,'"N TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS BEEN GRANTED BY

Patricia Wright

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC),"

California State Department of EducationSpecial Education Division

Program, Curriculum and Training Unit

Presents a Module on:

The Individualized EducationProgram (IEP) Process:

Rights and Responsibilities

Prepared by:

Lynn Carlisle

Pat Lesniak

Edited by:

Joyce Eckrem

Special Thanks to:

Susan WestabyAuthor of "Child and Parental Rights in Special Education"

a California State Department of Education publicaticnthat was used as the basis for this module.

1988

This module, as well as thirteen others, were produced under the direction ofKarl E. Murray and Susan Westaby of the Program, Curriculum and TrainingUnit, Special Education Division, CA State Department of Education. Themodules are being field-tested throughout 1988. During this field-test stage,they are available by sending $ 5.00 for each module (includes tax and mailing)to: Parent Training Modules, CA State Department of Education, P.O. Box944272 - Room 621B, Sacramento, CA 94244-2720. Make checks payable toParent Training Modules.

INTRODUCTION

The Parent/Professional Training Modules hie been developed to serve as a coreset of training resources for trainers to use primarily with groups of parents. Some ofthe trainings were designed specifically for combined groups of parents andprofessionals, and all the trainings can be adapted for use with parents orprofessionals as separate or combined audiences. The training modules in the seriesfocus on content and activities that build skills and offer resources to promote parent-professional collaboration to ensure quality education for all students with disabilities.There are fourteen training modules in this series:

Parent Professional CollaborationParental involvementStress and Support in the FamilyCoping with Loss and ChangeParent Support GroupsAn Effective Community Advisory CommitteeCommunity Advisory Committee Leadership TrainingCommunication SkillsThe individualized Education Program: Rights and ResponsibilitiesPlacement In the Least Restrictive EnvironmentTraining for Professionals Working with FamiliesParent Professional Collaboration in Planning for EmploymentTransition PlanningInteragency Collaboration: The Parents' Role

Each training module has eight sections:

FlyerTopic NarrativeOverviewTrainer AgendaActivitiesSummaryBibliographyEvaluation

Within each of these sections there are these materials:

Flyer - The Flyer highlights what participants can expect to learn by attending thetraining. It can be personalized for each training by adding date, time, and location inthe appropriate spaces.

Topic Narrative -- The Topic Narrative contains content information specifically forthe trainer. Trainers use the information to enhance their knowledge andunderstanding of the subject matter of the training module.

Overview The Overview contains the goals and objectives for the module; and thecontent and presen4.ation strategy for each activity contained within the module.

Trainor Agenda -- The Trainer Agenda contains details of trainer and participantactivities, materials and media. It is a suggested agenda that trainers can personalizeto fit their style and the specific needs of the participants. A few modules that deal withsensitive or difficult content have Trainer Tips included in the Agenda section.

Summary -- The Summary contains highlights of all the content informationpresented in activities within the training. The Summary was designed to provideinformation to prospective participants and to workshop planners.

Bibliography The Bibliography contains the names of books, magazines andother resources that were used as references in developing the training modules andmay serve as a list of suggested reading materials for trainers as well as participants.

Evaluation -- The Evaluation contains questions that directly assess the objectivesof the module as well as some general questions to evaluate the usefulness ofmaterials and trains effectiveness.

The Parent/Professional Training Modules have been designed to be a flexible andexpandable resource for trainers of parents and professionals. It can be housed inbinders or in file folders and rearranged as needed. Trainers are urged to add articles,resources and other materials that will make each training reflect their individual styleand meet the needs of the participants.

HOW TO USE THESE TRAINING MODULESConduct a Needs Assessment:

Gather as much information as you can about the groups that you will beworking with. The following types of questions may help:

Does the group meet regularly or is it assembled specifically for thepurpose of this training?

What does the group want to accomplish? Does it have a stated goal?Are there a set of outcomes that the group wants to achieve?

Who is involved in the group (agencies and organizations)?

If the group is an ongoing group, how is the group organized? (officers,executive committee, standing committees, task groups, etc.)

What has the group already done? What training has the group alreadyreceived?

What is the group working on now?

How does the group get things done?

Has the group conducted a needs assessment to determine the group'sneed for training and the training topics of interest?

Plan the Training

Typically, this is a dialogue between the trainer and the client. Often, the clientwill have a specific topic or activity in mind. Sometimes additional topics will besuggested during the needs assessment process when the trainer probes to get moreinformation. The trainer can share a list of module topics and/or several modulesummaries to aid the client in selection of a topic(s) from the series.

Select the Training Module

The Parent/Professional Training Modules offer a wide selection of topics andactivities. The trainer can select the module that deals with the topic chosen by theclient.

Review the Training Module

The module provides the core activities and a suggested trainer agenda. Thetrainer can adjust both to reflect their individual style and the needs of the client.

Identify Additional Resource Materials

The trainer can add articles, resources, and other materials to the core trainingmodule. Often a trainer will introduce local resources or pertinent sample materials.

Deliver the Training

The Parent/Professional Training Modules are best delivered by a training teamof a parent and a professional. Collaboration is modeled by the team as each memberof the team displays unique perspectives, abilities and knowledge as they enhanceeach others presentation styles.

Evaluate the Training

Evaluation is an essential element of any training. Each module includes anevaluation that assesses the specific objectives of the module and the usefulness ofmaterials. These evaluations can assist the trainer in refining the module content andmodifying presentation style, if needed.

"Follow-Up" the Training

It is a good practice to follow-up any training with a personal visit, letter, or aphone call. The trainer may wish to keep a list of names, addresses, and phonenumbers of participants to facilitate follow-up. The follow-up usually consists ofdiscassion about how the training may have impacted the client's personal orprofessional life. Clients may express the desire for further training and/or materialsand resources.

The Individualized EducationProgram (IEP) Process:

Rights and Responsibilities

(For All Interested and Involved Parents and Professionals)

You, as a participant, will learn about:

- federal and state laws that safeguard the rights of children with disabilities and their parents

- the IEP process

- the roles and responsibilities of parents in the IEP process

- how parents and students can be involved in the IEP process

- writing goals for the IEP

Day and Date:

Time:

Location:

For More Information, Call:

Please Come

9

IEP ProcessTopic NarrativeTrainer InformationPage 1

The IEP Process: Rights and ResponsibilitiesTopic Narrative

Public Law 94-142 is a federal law which mandates and affirms the right of all handicappedchildren to a free appropriate public education. The goals of PL 94-142 are to do the following:

1. Provide a free and appropriate public education to all handicapped children, whichincludes special education and related services to meet their unique educational needs.

2. Provide handicapped children with an education in the least restrictive environment onthe basis of individual needs.

3. Guarantee to each handicapped child an unbiased, valid assessment in a mode ofcommunication normally used by the child.

4. Provide parents the opportunity to be involved in the educational decisions concerningtheir child.

California statutes present a plan for implementing special education services for individualswith exceptional needs. The primary goal of the plan is to provide a free and appropriate publiceducation to individuals with exceptional needs in the least restrictive environment. The intent is toplace the child with exceptional needs in a program integrated with regular school programs, wherepossible, while giving consideration to needs of both exceptional and other students in generaleducation. The plan does not categorize or label children. The plan does the following:

1. Guarantees that every individual with exceptional needs receives appropriate educationalservices,

2. Requires school districts to offer all necessary special education services or to contractappropriately when the needed service cannot be provided in the distrivt or specialeducation local plan area (SELPA),

3. Provides for funding on the basis of services provided to the child, rather than calogoriesof handicaps,

4. Requires a thorough assessment of each child's special needs and regularly scheduledreviews to ensure that the services provided are appropriate,

5. Provides for the involvement of parents as partners in the assessment, placement, andevaluation of their children,

6. Provides for transportation for all pupils in special education programs, when necessary.

Before a child receives special education services, a written Individualized Education Program(IEP) must be developed and then reviewed each year at a meeting in which the parents have theright, and are encouraged, to participate. Parents must give written approval to the IndividualizedEducation Program before it can be implemented. Parents have a right, and are encouraged, topresent information during the IEP team meeting for use in developing the best IEP for their child.

The IEP is developed for the child's present level of educational performance and includesannual goals and short term instructional objectives; the type of specific special educationalinstruction and related services needed for the child; a statement of the extent the child will participatein regular educational programs; the date(s) when the special education service begins and isprojected to end; and the annual eve' Jation procedures and review date for updating the IEP.

10

IEP ProcessTopic NarrativePage 2

Written Assessment Informed Team Development iEP IEPreferral plan consent Assessment meeting of IEP implementation review

I iuu15 days At least 50 days (not to include Immediately Annually

15 days days in July and August) (or onrequest)

Time Line for Assessment IEP Implementation

When appropriate, the IEP will also include prevocational career education goals; employmentskills goals; alternative standards for graduation; extended school year services; a plan for transitionInto regular education; spedalized services, materials, and equipment needs; transportation needs;for children whose main language is not English, appropriate goals, objectives, programs, andservices in order for the child to benefit from instruction; and any other related services the IEP teamagrees are needed for the child to benefit from his or her education.

Due process is a right guaranteed by the U.S. Constitution and federal and state laws andregulations. In regard to special education, due process ensures that both school agencies andparents have the right to request a hearing to resolve disagreements relative to the appropriatenessof the special education programs and services offered or being provided for your child.

The due process hearing procedure ensures that specific procedures and time lines arefollowed whenever there is a proposal or a refusal by the school to change your child's educationprogram. Issues which may be considered under the due process hearing procedure includeidentification, assessment, placement of individuals with exceptional needs, and the provision of afree appropriate public education.

Due process procedures include, but are not limited to, an informal conference and/or amediation conference at the district level and an administrative hearing at the state level. Parents areensured specific rights in connection with the due process procedures. The local educational agencyis required to give parents information about the procedures.

Either the parents cr the school district may submit a written request to the Superintendent ofPublic Instruction for a due process hearing. A copy of the request must be provided to the otherparty at the time the request is initiated. If both parties agree to a mediation conference, it must bescheduled and completed within 15 days of the date the hearing request is filed. The hearingprocess generally must be completed within 45 days, although exceptions may occur when bothparties agree.

Parents rights at a due process hearing include, but are not limited to the following:

- The right to examine and receive copies of any documents contained in their child'seducation records.

- The right to be accompanied at the hearing by a representative(s) of their choosing.

- The right to open the hearing to the public.

- The right to givc or withhold permission for placement of their child.

If either party disagrees with the decision of the Superintendent of Public Instruction, theparty may appeal to a court of competent jurisdiction.

Any individual, public agency, or organization may file a complaint that alleges noncomplianceof the educational agency in implementing special education services for an individual or violation ofstate and federal laws or regulations concerning special education inbplementation. A complaint isfiled in writing with the local education agency's superintendent or with the Superintendent of PublicInstruction. The complaint procedure is used in situations which involve alleged violation by the publiceducation agency of any federal or state law or regulation governing special education.

11

IEP ProcessTopic NarrativePage 3

Each educational agency is responsible for maleng surr. that the child is involved as much aspossible in the regular school program. This Involvement* is to be based on the nature or severity ofthe child's handicapping condition. One way that this is accomplished is by having available a varietyof educational options. Special education and related services may be provided in any of thefollowing:

- Regular classrooms

- Special classes or centers

- Homes or nonsectarian hospitals

- Other school district or county programs

- State university demonstration schools

- State special schools

- Other states If no appropriate facility exists in California

- Public or nonpublic nonsectarian schools or programs, including residential facilities

- Licensed child care institutions

- State hospital programs

- Private nonprofit preschools

- Private nonprofit child development centers

- Regional occupational centers and programs

- Community colleges

- Four-year colleges

- Juvenile justice agencies

- State prisons

- Resource specialist programs

Parents and children as well as the local education agencies have responsibilities and legalrights. A major responsibility for parents is to become an active, cooperative, contributing member tothe child's educational program.

Some responsibilities that parents should assume are:

- Coordinate their child's records.

- Initiate school conferences.

- Share specific information about their child.

- Join parent organizations.

- Attend school board and advisory committee meetings.

- Provide positive feedback to teachers, school board members and service providers.

- Be informed about current legislation.

The law mandates that parents have the opportunity to participate in the IEP proces ;. It doesnot, however, define the level of participation. In order for parents to act as decision makers on anequal basis with every other member of the IEP team, they must become knowledgeable about theirrights and responsibilities, and learn techniques to help them organize the information thsy haveabout their child

Taken from: Child and Parental Rights in Special Education.. Sacramento, CA: CA State Departmentof Education, 1988.

12

IEP ProcessModule Overview

Overview

The goal of the module is to increase the participants' knowledge and understanding of theIndividualized Education Program (IEP) and the role of parents in its development andimplementation.

Objectives

1. Develop an awareness of the federal and state laws and re,2iations which safeguard the rights ofchildren with disabilities and their parents.

2. Develop an awareness of the IEP process.3. Examine the role and responsibilities of parents in the IEP process.4. Discuss techniques for effective parental and student involvement in the IEP process.5. Practice goal writing for the IEP.

Objective Suggested Content PresentationNumber Minutes Strategy

10 Introduction, Objectivesand Agenda Review

3 10 Roles in the IEP Process Individual and SmallPretest Group Activity with Large

Group Sharing

1 40 Legislative Overview Lecturette wiz!Large Group Discussion

10 Break

2 10 IEP Process Lectu rette

2 20 Placement/Least Individual Activity andRestrictive Environment Large Group Discussion

3 10 Parent Responsibilities Lectu rette

4 10 Parent and Student Lecturette andInvolvement in the IEP Process Large Group Discussion

5 25 Goal Writing Individual and SmallGroup Activity with LargeGroup Report Back

3 5 Roles in the IEP Process Individual ActivityPost-test

10 Conclusion and Evaluation

160

Suggested Trainer AgendaWORKSHOPTITLE: Tile Individualised Education Proaram ilEPI Process: Monts and Re_sQpn,sibilfties

CLIENT:

GOAL:

OBJECTIVES:

[ TIME

10 minutes

10 minutes

14

- lalb t:1, ; La ; -r I* I; I1,* - :18

PAGE: 1

PRESENTERS.

, I t, -Ls I= 11 ; - 1;11- I I

- ; II - a ;

1. Develop an awareness of federal and state laws and regulations which safeguard the rights of children with disabilities and their parents.2. Develop an awareness of the IEP process.3. Examine the roles and responsibilites of parents in the IEP process.4. Discuss techniques for effective parental and student involvement in the IEP process.5. Practice goal writing for the IEP.

WHO TRAINER ACTIVITIES/CONTENT

WelcomeIntroductionsObjectives and Agenda ReviewDisplay Objectives and Agenda on Chart Paper

Roles in the !EP Process

Activity/Handout 1Individual and Small Group Activity with Large Group SharingDistribute Handout 1

Give participants 5 iinutes to complete Handout 1. When theyare finished, ask1.4M to turn to the person next to them, intro-duce t:demselves, and choose one role they were "uncertain" ofto discuss. Allow 5 minutes for discussion. Ask participants tosave their handout, it will be used later in the session.

PARTICIPANTACTIVrTES

Listen

Complute Handout

Share with Partner

HANDOUTSMEDIA

Chart PaperPensTape

Chart ofAgenda andObjectives

Handout 1

15

IEP Process

TIME

40 minutes

-'

WHO

Suggested Trainer Agenda (continued)

TRAINER ACTIVITIES/CONTENT

Trainer will ask one or two participants to shan, with large groupthe role or responsibility they discussed.

LegislalveDverview

Activity/Handouts 2AELecturette and Large Group DiscussionDistribute Handout 2A

In this legislative overview the trainer will be discussing rightsand protections as established in federal and state law.

RIGHTS:

Federal Law

The Education for All Handicapped Children Act of 1975 (PL94-142 and later amendments) is a federal law whichmandates and affirms the right of all handicapped children toan appropriate public education. The goals of PL 94-142 areto do the following:

1. Provide a free and appropriate public education to allhandicapped children, which includes special educationand related services to meet their unique educationalneeds.

2. Provide handicapped children with an education in theleast restrictive environment on the basis of individualneeds.

3. Guarantee to each handicapped child an unbiased, validassessment in a mode of communication normally usedby the child.

4. Provide parents the opportunity to be involved in theeducational decisions concerning their child.

State Laws

California statutes present a plan for implementing special

PARTICIPANTL ACTIVITES

Share with Large Group

ListenAsk QuestionsDiscuss

Page 2

HANDOUTSMEDIA

Handout 2A

_1 7

IEP Process

TIME

18

WHO



education services for individuals with exceptional needs.The primary goal of the plan is to provide a free and appro-priate education to individuals with exceptional needs in theleast restrictive environment. The intent is to place the childwith exceptional needs in a program integrated with regularschool programs, where possible, while giving considerationto the needs of both exceptional and regular students. Theplan does not categorize or label children. The plan doesthe following:

1. Guarantees that every individual with exceptional needsreceives appropriate educational services.

2. Requires school districts to offer all necessary specialeducation services or to contract appropriately when theneeded service cannot be provided in the district orspecial education local plan area (SELPA).

3. Provides for funding on the basis of services provided tothe child, rather than categories of handicaps.

4. Requires a thorough assessment of each child's specialneeds and regularly scheduled reviews to ensure thatthe services provided are appropriate.

5. Provides for the involvement of parents as partners inthe assessment, placement, and evaluation of theirchildren.

6. Provides for transportation for all pupils in specialeducation programs, when necessary.

PROTECTIONS:

The two protections are the 1) Individualized EducationProgram (IEP) and 2) due process procedures.

1. IEPBefore children receive special education services,a written Individualized Education Program (IEP) mustbe developed and then reviewed each year at a meeting

PARTICIPANTACTIVITES

Page 3

HANDOUTSMEDIA

19

TIME

10 minutes

10 minutes

( 20

WHO


TRAINER ACTIVMES/CONTENT

in which parents have the right, and are encouraged, toparticipate. Parents or guardians must give written ap-proval to the Individualized Education Program before itcan be implemented. They have a right, and are encour-aged, to present inform: 1n during the IEP team meet-ing for use in developi!); t ca best IEP for the child.

rainers use Handouts 2B-2D to briefly discuss what the IEP is,what the IEP includes and who is on the IEP team. Time lines,roles and responsibilities of parents will be discussed later in theworkshop session.

2. Due Process--Distribute Handout 2E pages 1 and 2.Trainer will use this handout as a basis for this lecturette.

Trainer may choose to address questions as they arise duringthe lecturette or ask participants to note their questions 0,nd dealwith them at the end of the lecturette.

Break

IEP Process

Activity/Handout 3LecturetteDistribute Handout 3

Trainer veil use this handout as a basis for the following lec-turette. The IEP process is basically divided into 5 steps:

1. Identification2. Assessment3. Planning4. Implementation5. Evaluation

Each step has specific time lines attached to it. Once a writtenreferral is initiated the IEP process begins. The district begins

PARTICIPANTACT1VITES

ListenLook

ListenLook

Page 4

HANDOUTSMEDIA

Handouts2B-2D

Handout 2E

DI Handout 3

21

IEP Process

r- TIME

20 minutes

22

VilHO

Suggested Treiner Agrlida (continued)


development of an assessment plan. The school district has upto 30 days to develop the assessment plan and obtain the par-ents' Informed consent to begin assessment. Once parentshave given permission for assessment the school district has upto 50 calendar days (not including July and August) to completeassessment and hold an IEP meeting. Placement must occurimmediately following the IEP meeting, provided parental con-sent has been given. Parents have specific roles to playthroughout the IEP process. These include:

-Sharing unique information about their child for the assess-ment and IEP teams.

-Attending the IEP meting.

-Assisting with the development of appropriate goals andobjectives for their child.

-Deciding with the team what program and services :heirchild should receive.

-Reviewing possible program alternatives.

-Monitoring their child's progress.

After a child is placed in an appropriate program there will be anannual IEP review. Parents may request an IEP meeting beforethe time of the annual review if they have concerns about thechild's progress or placement. The school district must conducta reevaluation (including assessment) every 3 years.

Placement/Least Rebtjcfive Enyirprimeni

Activity/Handout 4A and 4BIndividual Activity and Large Group DiscussionDistribute Handout 4A and 4B

Trainer will state that two of the roles discussed in the previousiecturette dealt with reviewing possible program options andassisting with placement recommendations.

J


Page 5

HANDOUTSMEDIA

23

IEP Process

TIME

24

WHO



Each educational agency is responsible for making sure that thechild is involved as much as possible in the regular schoolprogram. This Involvement- is to be based on the nature orseverity of the child's handicapping condition. One way that thisis accomplished is by having available a variely of educationaloptions. The ideal is that the child be placed in the least restric-tive environment.-

Trainer will now distribute Handout 4A.

Instruct participants to complete handout following instructions.It is important to note that for the purposes of this activity partici-pants should assume that total integration or mainstreaming isappropriate. Allow participants 5 minutes to complete the hand-out. Trainer will lead participants in a discussion of activity.Trainer will want to stress that this is an exarnole of options.Trainer may choose to display Placement Option answers as awall chart, ie:

Regular Placement

Regular Placement with Support

Regular and SpedalEducation Placement

Special Placementwithin School

Out of SchoolPlacement

It is important to note that the IEP should include some docu-mentation concerning why the child was placed in anything otherthan the regular classroom.Trainer will distribute Handout 4B as a resource for participants.


Complete HandoetDiscuss

Page 6

HANDOUTSMEDIA

Handout 4A

25[i Handout 4B

IEP 'Process

TIME

10 minutes

26

WHO



PuentamanabillesActivity/Handout 5LecturetteDisplay Wall ChartDistribute Handout 5

Trainer states:

"We have spent a great deal of time talking about legal rightsdealing with our children's education. We also must remem-ber that parents and children, as well as schools, haveresponsibilities. A major responsibility of the parent is to be-come an active, cooperative, contributing member of yourchild's educational program and to support quality educa-tion."

Trainer will prepare a wall chart on parent responsibilities.Trainerwill refer to and use wall chart of responsibilities as basis for lec-turette elaborating on points listed.

WALL CHART - Parent Responsibilities

1. Coordinate your child's recordskeep a file on educa-tional, psychological, medical records.

2. Initiate school conference early in the year.

3. Share specific information about your child and assist indeveloping appropriate IEP goals.

4. Join parent organizationsARC, ACLD, CANHC, PTA,CAC.

5. Attend school board, parent group meetings, parentadvisory committees.

6. Give positive reinforcing messages to teachers, counsel-ors, administrators and school board members. Thiscan be accomplished through writing notes and letters ormaking phone calls.

7. Keep informed about current legislation.


Listen

Page 17

HANDOUTSMEDIA

Wall Chart

27

WHO

IEP Process

TIME

10 minutes

( 28


TRAINER ACTIVITIES /CONTENT

Distribute Handout 5 for Item *1 on Wall Chart as an example ofrecorckeeping:

Indicate that parents are the major and perhaps only coordinatorof all their child's records and the importance of this task. This isone way to organize your records. It provides a basis for startingup a notebook where you can keep all information about yourchild in one place. Other sections of information can be added,ie. Regional Center contacts, IPPs, and as child is older SocialSecurity (SSI), Department of Vocational Rehabilitation. Iftrainer has a system of recorckeeping or a notebook they use fortheir child it would be appropriate to have it available for partici-pants to see.

Discuss other points on Wall Chart. Indicate that we will bediscussing 03 in more detail in a few minutes.

Parent and Student Involvement in the JEP Process

Activity/Handouts 6A-6CLecturette and Large Group DiscussionDistribute Handouts 6A-6C

Trainer states:

"The law mandates that parents be given the opportunity tobe involved. This does not mean that parents will automati-cally be equal partners in the decision making process. Justas no teacher or member of that IEP team will come to themeeting without doing their "homework" or preparing,parents need to prepare in order to ensure their participationis as valuable and meaningful as possible. Preplanning willnot only make parent participation more significant it willbuild parent confidence."

Ask 2 or 3 participants to share how they prepare for IEP meet-ings.

Ask participants to refer to the handouts you have just given


Listen

Look

Page 8

HANDOUTSMEDIA

Handout 5

uHandouts6A-6C

29

TIME

30

WHO



them. The "IEP Chec Idle' (Handout 6A) details required sec-tions of the IEP and questions a parent may want to ask aboutthose sections. "Things Included in the IEP" (Handout 68) is anexcellent way for a parent to organize inforrnatke and thoughtsbefore the meeting. We suggest that you take the time beforethe IEP meeting to address the questions and make some notesusing this handout as a guide.

Bring these notes with you to the meeting, along with yourrecordkeeping notebook on your child. Make sure that the IEPteam knows you have prepared for the meeting and want toshare your information at the appropriate times.

Student Participation in the IEPOften students are not included in the IEP meeting and whenthey are, they just sit there and listen to all the adults makingplans and setting goals for them. This meeting is really all aboutthem and their future. The bottom line is that whether they meettheir IEP goals will have a lot to do with their efforts as well asparents and teachers. It is important for the student to learnwhat an IEP is and that their participation is important. Thestudent forms (Handout 6C) are a good way for the student tolearn about the IEP process* and assist them in participating inthe IEP meeting.

"Trainer may indicate that some teachers:: use these forms as abasis for a unit they teach to their special ettication students onthe IEP process.

It is suggested that a teacher or the child's parents sit down withthem prior to the IEP meeting and explain that their input isimportant at the meeting and help them fill out the forms. Thestudent will bring these forms (Handout 6C) with them to themeeting. These are generic forms and can be modified as youmight feel appropriate.

PARTICIPANTACTIVITE,S

Page 9

HANDOUTSMEDIA

31

IEP Process

TIME

25 minutes

32

WHO



Goal ltitingActivity/Handout 7Individual and Small Group Activitywith Large Group Report BackDistribute Handout 7

Trainer states:

'We have talked about how to prepare for IEP meetings,how to organize your information. A very important pail ofthat meeting is the goals that are set for the student. We willnow give you the opportunity to practice writing goals. Takea few minutes to read the handout and then write somegoals for your child."

After you have completed your list of goals on the last page ofthe handout, take a few moments to prioritize the goals in orderof their importance to you. Keep in mind it is most effective toconcentrate on only a few major goals at a time.

Trainer should allow 15 minutes for participants to complete thisindividual part of the activity. Ask participants to pair up withanother person and discuss the following questions:

Have you written goals before? If so, was it difficult? Have youincluded your child In goal setting in the past? If not, do you seea value in it? Was it difficult to prioritize your goals? Allow 5minutes.

Trainer asks participants to share their experiences with goalwriting and what they have learned from this activity with thelarge group.

Trainer then states:

"We hope this activity has helped you to visualize your rolein designing goals that can be included in your child's IEP.When you go to your next IEP meeting remember:


Write goals

Discuss with Partner

Share with Large Group

Page 10

HANDOUTSMEDIA

DHandout 7

33

TIME

5 minutes

10 minutes

34

WHO



-School district personnel may also propose goals forinclusion in the IEP.

-To explain why a particular goal is importantwhy you thinkyour child should work on that goal.

-To adjust your goals to reflect additional information aboutwhat is realistic and/or critical for your child at this time.

-To find out what you can do at home to help your childreach the goals that are finally set for hIrn/her.

-To encourage school district personnel to adjust their goalsbased on information you provide .

BalnklibitiEEEcormaActivity/Handout 1Individual ActivityPost-TestRefer to Handout 1

Trainer asks participants to review their responses to Handout 1which was completed at the beginning of the session.

"As a result of new information and experiences gained fromthis workshop session, wytrld you respond differently to any ofthese statements?"

Have a few participants share as time permits.

Conclusion

Restate ObjectivesThank ParticipantsComplete Evaluation/Handout 8


Review HandoutShare

Complete Evaluation

Page 11

HANDOUTSMEDIA

r-7 Handout 1

Handout 8

35

IEP ProcessActivity/Handout 1!Wyk WI and Small Group Activity withLaw, Group Sharing10 Minutes

Roles and Responsibilities in the IEP Process

Please read each item carefully.

PARENTS*: Check the box opposite the statement which best describes what youthink is an appropriate /inappropriate role for you to assume during the IEP

z process.

STAFF*: Check the box opposite the statement which best describes what you, asa staff member, think is an appropriate/inappropriate role for parents toassume doling the IEP process.

*If you are not sure if a role is appropriate/inappropriate, check "uncertain.*

Assessment Activities1. Gather information relevant to the student.

2. Summarize information relevant to the student.

3. Present information relevant to the student.

4. Interpret information relevant to the student.

Programming Activities5. Suggest student's subject matter needs.

6. Suggest instructional methods for student.

7. Set evaluation criteria for student's academic performance in the special educationprogram.

Evaluation Activities8. Use student needs as guidelines for judging programming alternatives.

9. Evaluate the alternatives from the viewpoint of the school's ability to deliver theservices.

10. Influence others to accept a specific program for the student.

11. Review the continued appropriateness of the student's educational program.

12. Review the student's educational progress.

IEP Meeting Activities13. Encourage others to participate.

14. Resolve conflicts of opinions.

15. Determine team membership.

16. Establish meeting dates.

17. Responsibility for implementation of the student's special education program.

18. Disseminate the team decisions to appropriate persons.

Public Law 94-142 Established Four Major Rights:

1. Free Appropriate Public Education

2. Placement in "Least Restrictive Environment"

3. Fair Assessment Procedures

4. Parent Involvement in Educational Decisions

And Two Protections:

1. Individualized Education Program (IEP)

2. Due Process Procedures

I EP ProcessActivity/Handout 2B

The Individualized Education Program

What it is:

1. A written individualized statement

2. Developed by a team

3. To guarantee delivery of appropriate services

4. For all children who meet eligibility requirements

What it is not:

1. A binding contract that guarantees that goals and objectives willbe accomplished

What Does the IEP Include?

The Individualized Education Program (IEP) is a written statement determined in a meeting of the inorvidualizededucation program team and shall include, but not be limited to, all of the following:

1. Child's present level of educational performance.

2. Annual goals and short-term instructional objectives.

3. Statement of specific special education and related services to be provided,including extent to which the child will participate in the regular program.

4. Projected date for initiation and duration of such programs and services.

5. Appropriate evaluation procedures and objective criteria for determining,at least annually, whether the short -term instructional objectives arebeing achieved.

When appropriate, the IEP shall also include, but not be limited to, all of the following:

1. Prevocational career education goals.

2. Employment skills goals.

3. Alternative standards for graduation.

4. A plan for transition into regular education.

5. Specialized services, inaterials, and equipment needs.

6. Transportation needs.

7. For children whose main language is not English, appropriate goals,objectives, programs, and services in order for the child to benefit from instruction.

8. Extended school year services.

39 40

IEP Team

Minimum membership shall Include, but not be limited to:

- One or both of the pupil's parents, a representative selected by theparent, or both

Administrator or administrative designee

Pupil's present teacher. If the pupil does not presently have ateacher, a regular classroom teacher referring the pupil, or aspecial education teacher qualified to teach a pupil of his or herage.

vmMIEMMINI1NomeNaddimma10...w.wwwiima

When appropriate, the team shall also include:

- The individual with exceptional needs

- Other individuals, at the discretion of the parent, district, specialeducation services region, or county office

- Persons who have assessed the student

Anyone else whose competence is needed.

41

IEP ProcessActivity/Handout 2E, Page 1

Due Process

Due process ensures that both school agencies and parents have the right to request a hearingto resolve disagreements relative to the appropriateness of the special education programs and servicesoffered or being provided for the child.

The due process hearing procedure ensures that specific procedures and time lines are followedwhenever there is a proposal or a refusal by the school to change thechild's educational program. Issueswhich may be considered under the due process hearing procedure Include: identification, assessment,placement of incividuals with exceptional needs, and the provision of a free appropriate public education.

Due process procedures Include, but are not limited to, an Informal conference and/or a mediationconference at the district level and an administrative hearing at the state level. Parents are ensuredspecific rights in connection with the due process procedures. The local educational agency is requiredto give parents information about the procedures.

Either the parents or the school district may submit a written request to the Superintendent ofPublic Instruction for a due process hosting. A copy of the request must be provided to the other party atthe time the request is initiated. If both parties agree to a mediation conference, It must be scheduled andcompleted within 15 days of the date the hearing request is filed. The hearing process generally must becompleted within 45 days, although exceptions may occur when bothparties agree.

Parents rights at a due process hearing include, but are not limited to, the following:

-The right to examine and receive copies of any documents contained in the child's educationrecords.

-The tight to have present at the hearing the pupil who is the subject of the hearing.

-The right to be accompanied at the hearing by a representative(s) of the parents choosing.

-The right to open the hearing to the public.

-The right to give or withhold permission for placement of the child.

If either party disagrees with the decision of the Superintendent of Public Instruction, the partymay appeal to a court of competent jurisdiction.

Taken from: Child and Parental Rights in Special Education. Sacramento, CA: CA State Department ofEducation, 1988.

IEP ProcessActivity/Handout 2E, Page 2

Listed below are some of the important things parents should know about due process andprocedural safeguards.

1. Parents must be notified whenever the school:

-plans to conduct a special assessment of their child.

-wants to change their child's identification, assessment, educational placement, or theprovision of a free and appropriate education.

-refuses to initiate a change in the identification, assessment, educational placement orthe provision of a free and appropriate education to the child.

2. Parent consent must be obtained before the whoal conducts the assessment or makes aplacement.

3. Parents have the right to obtain an independent educational assessment for their child.

4. Parents must be informed by the school of their right to examine school records which reiateto their child's identification, assessment and educational placement.

5. Parents must receive a full explanation from the school of all of the procedural safeguardsprovided by the law.

6. Parents have the right to participate in the meeting when their child's educational program isdesigned.

7. Parents have the right to an impartial hearing if they disagree with the decision of the school.The schools also have the right to request a hearing.

8. Parents and schools have certain rights in hearing procedures.

Taken from: Pasanella, A. L. Trainer manual for working together for quality education: Seminars forparents of children with exceptional needs, Sacramento, CA: California State Department of Education,1981.

Individualized Education Program (IEP)Process or Time line

Screeningand

Identification

Consultation:Interview &Observation

IEP ProcessActivity/Handout 3Lectu rette10 minutes

Referralfor

Assessment

earn Meeting:Developmentof the IEP &Placement

Recommendat'

Parent'sApproval of

IEP & Placement

n

*

IDENTIFICATION

15 days

ASSESSMENT

AssessmentCarried

Out

AssessmentPlan

Developed

Parent'sInformedConsent

50 calendar days, not to includedays in July and August

PLANNING

2-3 days,immediately

15 days

EVALUATION N_

StudentPlacement &

ProgramImplementation

Annual ProgramReview &Revision

(Reevaluation at leastevery three years)

IMPLEMENTATION* Parent's Informed Consent Required

45

IEP ProcessActivity/Handout 4AIndividual Activity and Large Group Discussion20 minutes

Placement Options/Least Restrictive Environment

Using the placement options listed on the left, fill in the chart on Least Restrictive Environment by placingthe placement options in correct order from least to most restrictive. For the purposes of this activityassume that total integration or mainstreaming is the desired and/or appropriate least restrictiveenvironment".

Placement Options

1. Regular and Special Education Placement

Resource Specialist ProgramPart-time Special Day ClassWith DIS services

2. Out of School Placement

Special SchoolResidentialHospftalHomeWith DIS services

5 Regular Placement with

Supplementary MaterialsSupport from SpecialistsConsultation ServicesClassroom TutorsDIS services

Least Restrictive Environment

4. Special Placement Within Schad

Special Education ClassSpecial Education Class and Home InstructionSpecial Educatfon Class and Special Day SchoolWith DIS services

5. Regular Placement

MostRestrictive

IEP ProcessActivity/Handout 4B, Page 1

California State Department of Education

Policy Statement on Least Restrictive EnvironmentApproved by the California State Board of Education, October 10, 1986

California's commitment to the provision of services to individuals with exceptional needs in theleast restrictive environment Is clearly stated in legislative intent:

Individuals with exceptional needs are offered special assistance programs which promotemaximum interaction with the general school population..." (E.C. Part 30, Chap. 1, Sect. 56005(9))

This commitment is further stressed in the mandate which requires that:

"A pupil shall be referred for special educational instruction and services only after the resourcesof the regular education program have been considered and, where appropriate, utilized." (E.C.Part 30, Chap. 4, Art. 1, Sect. 56303)

Policies for implementing this intent statewide are based on the principle that individuals withexceptional needs should receive their education in chronologically age appropriate environments withnonhandicapped peers. This principle maintains that both nonhandicapped and handicapped childrenare most successfully educated in a shared environment where qualities of understanding, cooperationand mutual respect are nurtured.

It is also the intent of federal and state statutes and regulations that individuals with exceptionalneeds attend the same public school as nonhandicapped students in their neighborhood unless it isdetermined by the Individualized Education Program (IEP) team to be inappropriate to their educationaland social needs.

Therefore, placement in an educational environment other than a regular class should beconsidered only when the IEP team determines that the regular environment, services, and/or curriculumcannot be modified effectively to meet the needs of the student as specified in his/her IEP.

Both federal and state regulations mandate the provision of:

"...a full continuum of program options to meet the educational and service needs of individualswith exceptional needs in the least restrictive environment." (E.C. Part 30, Chap. 1, Art. 2, Sect.56031)

To ensure that a full continuum of program options are available, all education agencies shouldreview their current delivery systems to determine that:

1. Program options in regular education environments are available at local neighborhoodschools.

2. Special education programs, to the maximum extent appropriate to student needs, arehoused on regular school campuses and dispersed throughout the district.

3. The physical location of the program facilitates continuing social interaction withnonhandicapped students.

4. Individuals with exceptional needs have equal access to all regular education activities,programs, and facilities on the regular school site and participate in those activities asappropriate to their needs.

5. Administrative policies and procedures encourage the close cooperation of all schoolpersonnel to facilitate opportunities for social interaction between individuals with exceptionalneeds and nonhandicapped individuals.

47

IEP ProcessActivity/Handout 4BPage 2

6. Administrative policies and procedures allow individuals with exceptional needs maximumaccess to appropriate general education academic programs and school personnel are givennecessary support to insure the student's success.

7. Long-range plans and commitments for physical housing on regular school campuses aremade in order to avoid frequent and disruptive program relocations.

8. Through long-range commitments for physical housing on regular school campuses,individuals with exceptional needs are afforded opportunities to develop and maintaincontinuing relationships with nonhandicapped peers.

Consistent with the determination of an IEP team, students may be placed in residential schoolsor nonpublic schools and may be provided educational services in medical facilities. Administrators ofthose ferilities and programs are encouraged to provide opportunities for participation withnonhandicapped students in both educational and social activities.

In all instances, the IEP team determines the extent to which an individual with exceptional needsparticipates in regular education with nonhandicapped students. The determination of appropriateprogram placement, related services needed, and curriculum options to be offered is made by the IEPteam based upon the unique needs of the handicapped student rather than the label describing thehandicapping condition or the availability of programs.

To summarize California's position on the least restrictive environment for individuals withexceptional needs receiving a public education, the State Department of Education heartily concurs withthe Legislature in its declaration that:

"Special education is an integral part of the total public education system and should providemaximum interaction between handicapped and nonhandicapped pupils..." (E.G. Part 30, Chap.1, Art. 1, Sect. 56031

IEP ProcessActivity/Handout 5, Page 1Lecturette10 minutes

Recordkeeping for Parents

I. vou must learn as much about your child's education as you possibly can.

1. Keep a complete set of records. This file should include any or all of the following:

a. results of tests conducted by psychologists for diagnosing your child's needs.

b. doctors' and nurses' reports.

c. teachers' reports on your child's progress.

d. samples of your child's work.

e. copies of each IEP and documents related to it.

1. records of phone calls and copies of letters.

g. your notes and observations concerning your child.

II. You must document all actions you take on behalf of your child.

1. Keep copies of all letters which you send to school officials and other agencies.

2. If you make any decisions concerning your child's education through a conference withschool officials or through a telephone conversation, send a letter confirming thesedecisions. State in the letter exactly what has been decided. A written record is essentialif the school fails to carry out Its promises.

3. If you desire an assessment of your child, request It in writing.

4. If you wish to see your child's records, make your request in writing.

5. If you desire a heating to challenge the school's actions, request it in writing. Send copiesof your request to the school principal and to the local superintendent of schools.

You are entitled to a hearing 11:

a. you disagree with the testing, assessment, placement or provision of a treeappropriate public education.

b. the school refuses to assess your child or make a change in placement which youhave requested.

IEP ProcessActivity/Handout 5Page 2

Child information Forms

The following forms:

1. Background Information

2. Developmental History

3. Child's Record of Medical Information/Family Heath History

4. Educational History

are included in this handout. Complete the forms, or sections of the forms, which are appropriatefor your child. You will then have a reference guide to use when making application to a newagency for services for your child.

It is suggested that the forms be inserted in a notebook where you can also file items such as:

-medical, educational, psychological, and/or therapy reports.

-your child's IEP and progress reports from the school.

-copies of letters you've written or received wnceming your child.

-a log of phone calls and visits to agencies and professionals (include dates, names,phone numbers, purpose and outcomes of such contacts).

When all of the available Information about your MOO is Kept together in one place, ii wiii be easierfor you to keep track of it. Remember to keep your notebook up to date. You may want to take itwith you when you go to your child's school for an IEP meeting, or to a new agency or serviceprovider.

All of the forms are from: Directions A workbook for families. Los Angeles, CA: Western LosAngeles Direction Service, 1978.

I EP ProcessActivity/Handout 5Page 3

Background Information

Why use this fomi?

Almost every agency with whom you come in contact will ask you questions about thebackground and service history of your child. These questions are a standard part of the Intake*process of most agencies. Many parents express frustration at having to answer the questionsover and over But the process is probably necessary because k is important that the agency thatis about to begin serving you should know about what services you have received in the past sothey don't do things over that have already been done. These kinds of questions also serve toorient and acquaint the professional with your child and your family. You may find that you save alot of time and are less frustrated if you write down ell the significant background information aboutyour child here so that you don't have to try to remember the names and places you have been"on the spot," or dig through your purse or wallet for several tiny scraps of paper, business cardsor old reports. This form, like most of e others that follow, is designed to save you time in thelong run" N you take time to fill it out now.

When to use this form:

When you go to a new agency, to be used as an aid in answering questions.

Before you go to the agency, you might send the form ahead, so they don't have to askso many questions.

When your child starts a new school program.

When someone asks you the name of a professional or agency who has provided serviceto your child.

All of tha forms are from: Direction:; II: A workbook for families. Los Angeles, Coe.: Western LosAngeles Direction Service, 1978.


Background Information

Date

Full Name of Child:Last First Middle

Sex: Age: Date of Birth:Year, Months

Phone: Child's AddressNo. Street City Zip

Full Name of MotherLast First Middle

Mothers Place

of Employment PhoneCompany Occupation Check if OK to call [ I

Fathers Place

of Employment PhoneCompany Occupation Check if OK to call [ I

[ ] Mother's [ Fathers address

if not living in the home

Phone

In case of emergency, if parent (guardian) not available, contact:

Name Relationship Phone

Street Address City

Hospital to be used in case of emergency

Other persons living in the home:

Bass1

2.

3.

4.

S.

Name

1111L Aga

City

Relationship

Marital status of natural parent

Family members licensed to drive

Number of cars

'Family income: Under $5,000 , 5,000-10,000 , 10-15,000

15-20,000 , 20- 25,000 , 25- 30,000, over 30,000 .

"Family religious preference

'In most cases, cost of services becomes an issue and agencies can serve you most effectively ifthey have some idea of family income.

"Religious information is requested because some service providers focus their activities towardparticular religious groups.

52


Service History

Medical:

Family DoctorName Specialty Address Phone

PediatricianName Specialty Address

Other medical specialists who have evaluated or treated your child:

NoneType of

Service GivenApprorbetes

of Service

Phone

Address Phone

Educational:

Nursery School Name City Ages(s) while enrolled

Kindergarten Name

Other schools attended:

City Ages(s) while enrolled

Name of SchoolType of SchoolK-6 K-8 etc. Location

SdwdDistrict

batesAttended

Types of SpecialService Received

......

Has child ever skipped, failed or repeated a grade?

...1WylMI.y.y......I.M.I.IMMIMM.M.IMM111.1.

Present schoolName Address City

Phone Grade District Teacher

Principal Counselor/Psychologist

Type of school:

[ ] Residential

[ ] Private School

Other school personnel working with your child (aides, therapists, etc.)

[ ] State School

[ ] Hospital

[ ] Public School [ ] Not in School


Social services presently received What services? How often?

What school personnel (past or present) know your child well?

llama Posit= Schaal

Otht ServicesPlease list all clinics, agencies, hospitals, programs, or individuals from which the childhas received services (educational, medical, psychological, vocational)

Name of Provider Ajency Cityoats orService

Type ofService Phone

What past or present service providers know your child well or are particularly familiar with an aspect of hisgrowth and development?

Summary of current services being received

List e:i services, programs or regular activities currently attended by your child. Specify days attended andthe tours attended.

Services

1. SchoolDAYIAlift0fittirdifigalSu M, Tu, W, lb F Sa.

2. Su M Tu W Th F Sa.3. Su M Try, W Th F Sa.

4. Su M Tu W Th F Sa5. Su M Tu W Th F, Sa.

S. su M. Tu W Th F Sa.7. Su, M, Tu W 7h F Sa.

Upurs Attended

Name of person completing form:


Developmental History

Why use this loan?

Many agencies ask you to tell them something about your child's development. Theyusually ask you at what age your child was able to do certain things, Ike crawl, walk, or talc. It isespecially difficult to recal all these "developmental milestones" when you have more than onechild in your famly or a number of years have passed since your child began waking, taking, etc.The task of answering questions about your child's development will be much easier if you fill outthe form and have it as a reference for future use.


When visiting a new physician or health serrice.

When you are required to fill out similar forms for agencies serving your child.

When developmental "delays" need to be documented to establish eligibility for specialservices.

Definitions of terms requiring explanation

Present functioning;

Ambulation (crawl, wak, run, hop, skip, use a tricycle)

Describe the ways your child presently is able to move from one place to another, andwhat method(s) he uses. Briefly describe any problems in ambulation or movement. (e.g., limps,has difficulty riding a two wheel bicycle, etc.) Be sure to note things your child may be particularlyadept in as well as problems.

Manipulative ability (grasp, hold, lift, carry, release, push, pull)

Describe your youngsters ability to manipulate objects. This item is most useful indescribing young children or a youngster with a physical limitation. If your child has no difficulty inthis area, just write, "normal abilities for his/her age."

Additional Comments

If there is any significant aspect of your child's growth pattern not mentioned in the form,write such information here. Note any particular ability or behavior that your child may havedeveloped at a seemingly early age as well as things that seemed to develop later than usual.

Child's Name


Birthdate

Person Completing Form Date Form Completed

Developmental HistoryFeeding History:

Sleep History:

Note age at which your child aco3mplished the following:1. Hold head up 11. Drink from glass or cup

2. Sr& 12. Eat solid food with fingers

3. Roll over 13. Use a spoon

4. Sit up alone 14. Indicate need to use toilet

5. Crawl 15. Toilet trainedbladder6. Stand alone 16. Complete care of

7. Walk alone self at toilet

8. First tooth 17. Dress himself

9. First word 18. Wtsh himself

10. Put words together

Put phrases together

Put sentences together

Date of last bedwetting: Is bedwetting a problem?

Present functioning:Ambulation (crawl, walk, run, hop, skip, dimb, use a tricycle):

Manipulative ability (grasp, hold, lift, carry, release, push, pull):

Any separations from family?

When?

Reasons?


Does child have any unreasonable fears or worries?

Describe

Temper tantrums? At what age?

List any undesirable habits (biting fingernails, etc.):

Describe any traumatic or unusual experiences:

Additional comments: (List any other aspects of your child's development that seems significant)


Record of Medical Information

Why use this form?

Thorough and accurate medical records are essential to your chikrs receiving qualitymedical services. Some of the items included on this form may benefit a physician or healthprofessional in diagnosing and treating your child.

There are some items that are called for on this form that will be difficult or impossible to fillin because you do not have access to the needed information. Be as thorough as you can, butdon't feel a compulsion to fill in all the information that is difficult to acquire.

If your information is thorough and up-to-date, you may be able to reduce the amount oftime a physician has to spend with your child and requestioning of you and your child.

When to use this fort:

Previous to the school assessment to assist school officials in determining if a currentmedical evaluation is needed.

When visiting a new physician or specialist recommended by another physician.

When moving to a new community and starting services with new physicians.

To have available for the school nurse, should she request such information.

When requesting that an agency forego an expensive medical reevaluation in order toestablish eligibility. This form may provide the information needed i) secure currentmedical reports that could avoid another expensive evaluation.

As an ongoing record and reminder to update routine physical examinations or re-evaluate the use of certain medications.

All of the forms are from: Directions II: A workbook for families. Los Angeles, CA: Western LosAngeles Direct' n Service, 1978.


Child's Record of Medical InformationFamily Hea!th History

Information about the health d your immediate family may prove useful in the diagnosis andtreatment of problems related to your child. Make note of any serious or chronic diseases in your family,with special attention to those Nsted bebw. k also helps to note the age when the disease first occurred.

Be sure to include:

AllergiesArthritisCancerDiabetesEpilepsy

Hearing defectsHeart defectsHypertensionMental illnessMental retardation

ObesityTuberculosisVisual defectsOther recurring

family diseases

NameBirthDate

BloodType & Rh Occupation Diseases, etc.

If Deceased,Age & Cause

Husbandhis father

his motherbrother & sisters

a

WifeNINFOINMPEMIIM1

her fatheror mot r

brothers & slats rs

Child's Birth RecordBe sure to note such details as duration of pregnancy, length of labor, Cesarean delivery, use of

forceps, newborn respiratory distress, jaundice or birth defects. If you are Rh-negative and the child wasRh- positive, were you given the Rh vaccine?

Name Date SexBlood

Wt.Apgar

& RhHospital

Score C' Ph sicianMother's

e

_....

Length of Pregnancy:

What medications did you receive?

Any vaginal bleeding? How long?

During this pregnancy, did you experience:

Spotting Difrhea IllnessesExposure to X-ray Surgery Exposure to contagiousRashes Excessive vomiting diseasesHigh temperature False labor

Hospital:

59


Comments on above:

Did your doctor note:

High blood pressure? Medication received (type)

Convulsions? Medication received (type)

Fluid retention? Medication received (type)

Did you have any serious accidents during pregnancy?

Please explain.

..1111,

Birth Information

Birth weight: Length:

Duration of labor. Type of delivery:

Anesthesia used?

Any labor complications?

Any transfusion given? Mother Child

Did mother hear baby cry soonafter birth?

*Did baby require resuscitation?

Was baby in an incubator? How long?

Did the doctor teN you why? _Postnatal Information

Length of hospital stay: Mother Child

Mothers postnatal health:

Did the baby seem to tremble or shake?

A Try convulsions? When?

Any evidence of jaundice? If so, when was it evident?

How long did it last?

Any scars, deformities noted?

Was baby breast fed? For how long?

Any problem sucking? Chewing? Swallowing?

Incomplete PregnanciesA complete reproductive history includes details of spontaneous or induced abortions, miscarriages and stillbirths. If you are Rh-negative and the fetus was Rh-positive, whether or not you were given the Rh vaccineis relevant here, too.

fermination Duration Circumstances Termination Duration

Mks AI .41

Circumstances


Child's Record of IllnessesList accidents, surgery and illnesses, including chicken pox, mononucleosis, hepatitis, measles, Germanmeasles, mumps, strap throat and whooping cough. If there was surgery, specify what was repaired orremoved and note X rays taken, medications and diet.

Name DateLength of

IllnessNature of Illness,Injury or Surgery Physician

Office, ClinicHospital Treatment

Health and Accident Insurance IrOormation

PolicyNumber

DateIssued

IN/

CompanyType of

Coverage Premium

MO,

-a/

Payments Received Against Health InsurancePolicy

AILName of Policy

Date ofPayment Received Payment Received for:


Immunization Schedule2 months Diphtheria/TetanuWPertussis

(whooping cough) vaccine, first1-12 years Rubella (German measles)

vaccineshot; polio vaccine, first dose 15-18 months Polio booster; DTP booster

3 months DTP, second shot 4-6 years Polio booster; DTP booster4 months Polio vaccine, second doss; 12-14 years Tetanus/Diphtheria Toxoid

DTP completed (adult form); mumps vaccine6 months Po No vaccine completed Thereafter Tetanus/Diphtheria Toxoid12 months Tuberculin test; rubecia every 10 years

(measles) vaccine

Immunization RecordEnter month and year of completed series, booster, single immunizations

immunizationsDTP completedboosters

ChNd Child Child Child Mother FatherWs.

Polio corn/8Wboosters

a

Tuberculin testRubella telnlos)-Rubella measles)Totanuliphtheria toxoid)Mumps

iN

S

Other

Periodic Physical ExaminationsPhysician/

Name Date Clinic Ht. Wt.

a

41W Ms.

BloodPressure findings, Advice or Instructior

Medications

Note any medications that your child has taken in the past or is presently receiving, the condition which makes the medication needed, thedoctor who prescribed the medicine, and the dosage, if it is known to you. Also comment on the effectiveness of the medication, accordingto your observations as a parent.

Approx.Date ConditionPre- Presently For Which

Medication sorbed Taking? Dosage Prescribing Doctor Prescribed Effectiveness

6364


Educational History

Why use this form?

Teachers and school programs change from year to year. ft is important that you keep anup-to-date history of the types of educational services your child has received so that you canpresent new teachers and programs with an overview of your child's school history. The schoolmaintains cumulative records on your chNd, but there may be aggravating delays in transferringsuch records to another school or agency so that your child can receive the services s/he needs

ofin

a timely manner. Some agencies providing services may accept your educational history in Neurequesting school cum files.

It is also important to maintain consistent and continuous reconii on your child's progressin school, especially with regard to test data that chronicles your youngiters improvements inbasic ski areas.

Some of the information contained in this form will be useful to school personnel who arehelping to plan an appropriate educational program for your child. You may be able to providevaluable information on what programs car types of persons have seemed most effective in dealingwith your child, and which services or °teacher styles" seemed ineffective. Some of the items inthis form may also be helpful in alerting teachers and school personnel to problems they mayanticipate In dealing with your child. It is best to be honest about such past difficulties so schoolpersonnel can plan strategies to counteract problems before they reoccur. Most childreninevitably *Mir back into old habit patterns regardless of who knows about their past history ofproblems. But if new people are better prepared to cope with these problems, your child maybenefit.

The form will also help school officials to try to program activities that build upon yourchild's strengths as well as his weaknesses.


When moving to a new school.

To familiarize a related educational service provider with your child's past educationalhistory.

To assist you in contributing ideas toward the development of the individualizededucation program.

When school officials are planning your child's educational program.

When new achievement or other test data are reported to you.

Adapted from: Directions 11: A workbook for families. Los Angeles, CA: Western Los AngelesDirection Service, 1978.


Educational HistorySchool Hisbry

Name of school attended:

Dates Attended:

Grade or pass Teachers

Principal:

Others involved (Nurses, Psychologists, CounselorList only if they had a significant involvement with youor your child.)

Describe your child's progress in each of the grades as best you can:

1irromimrmoommr irrns

Achievement DataList the results of any achievement tests that were given to your child that werereported to you:

Hama Data Given Bomb

Have there been any teachers that seemed particularly effective in dealing with your child? If you can,describe why they were effective and what they did. Are there any particular personality characteristicsthat you have observed in teachers to which your child responded particularly, positively or negatively?


To your knowledge, what test or evaluation data has been done on your child?

Person Administeringof Evaluation AGLIUMILLAcisktiaa

ApproximateDale

Results

To your knowledge, were any methods or materials used to teach your child that seemed particularlyeffective?

it does your child like best in school?

What does your child like least in school?

Does your child experience particular difficulty in getting along with other children or adults in school?Yes I I No [ I

If yes, in what settings do problems usually occur?

What kinds of things does your child do in each of these settings that creates problems.? (Give examples.)


What strategies have been employed to reduce these problems? Comment on their effectiveness.

IEP ProcessActivity/Handout 6ALecturette and Large Group Discussion10 Minutes

IEP Checklist for Parents

IEP Requirements Questions

1. Present Levels of Educational Performance

2. Annual Goals

3. Short-Term Instructional Objectives

4. Evaluation Procedures and Review Date

5. Placement Recommendation

6. Special Education and Related Services

1. What areas are covered (reading; writing;math; speech; language; social; self-help; vocational; psychomotor skills)?What assessment was done in the skillareas? When? Was the assessmentthorough? Do the results correspond toyour knowledge of your child's ability?

2. Are they based on assessment of yourchild's present performance? Whatchanges are expected in your child'sbehavior? Given your knowledge ofyour child, are they appropriate?

3. Will they help your child reach the statedgoals? Can your child's progress oneach objective be measured? Couldyou tell if your child had mastered theobjective?

4. How will your child's progress bemeasured? When will ihe team meet toreview/revise the IEP?

5. What makes this placement appropriateto your child's needs? Will your child bein contact with noriLlandicapped peers?How often?

6. What services does your child need(speech therapy; auditory training; etc.)?Will they be provided? How often?When will the services begin and end?

Adapted from a paper prepared by Eugene Edgar and Leonard Kenowitz, Seattle, WA: Universityof Washington, 1977.

sy


Things Included in the IEP

Goal and Objectives

Yearly goals and objectives must be based on what your child is able to do at the time thegoals and objectives are selected, If they are not based on current performance, the program willnot he your child team as much as possible.

Notes To Share or Information I Need (Use this space for notes you want to share wth the team.)

What are my child's strengths?

....y.,.....y..................1...

Where does my child need the most help?


At this time, what do I consider the most important goals and short-term objectives for my childduring the coming year?

In what ways are new goals I have in mind consistent with my child's rate of progress during thepast year?

IEP ProcessActivity /Handout 6BPage 3

What activities or progress have I observed that support my child's goal areas?

What are effective reinforcers for my child?

72


Yearly goals and objectives should be based on at least two kinds of considerations: your child'soverall development needs, and how your child should be able to function at the end of his or hereducation program.

Notes to Share or information 1 Need

What is the long-range plan for my child's...

total education and activities of daily living? How much personal Independence will my childbe working toward?

realistic academic achievement and skill development?

social adjustment (personal relationships, friends and support groups, and community life)?

participation in regular classes or opportunities to spend time with nonhandicapped peers?


What considerations are being given to the type of vocational and community living choices mychild will have after completing school?

How should the long-range plan be changed to take into account the progress my child has madeduring the last year?

From: California Regional Resource Center, Los Angeles, CA: 1980.

IEP ProcessActivity/Handout 6CPage 1

Student's Role in the IEP Process

Dear Student:

As you think back over the past few years about how you have changed and grown, youmay be surprised at the number of things you have learned. Most of the time you have not evenrealized you were learning a new skill because it was so easy; it just seemed to happen. Othertimes you may have had a more difficult time, and you knew it became it took a lot of your hardwork to finish the job.

We have all had times when we would really like some extra help to make our learningeasier. You may have found ways that are best for you, and you may have some new ideas aboutways to help yourself even more. Your teachers and parents may also have some new thoughtsthey think may help you.

Soon you will be invited to a meeting to review your school program and to talk about waysto make your school program the best possible one for you. Your parents and some of the schoolstaff will also be invited to this meeting. All of you are members of a team which will be responsiblefor planning and carrying out your school program. It is called the IEP team. An IEP is anIrhrividualized Education Program which is especially developed just for you.

This worksheet is for you to use to get ready 1r the meeting of your IEP team. You willnotice that there are places for you to make notes to share with the rest of your team. As you lookover this worksheet, you may think of questions you would like to have answered before youmeet with the other members of your IEP team. You may want to set up a special time with one ofyour teachers before your meeting so you can have your questions answered.

Your parents and teachers want to join with you in making this very important meeting onethat will help you be successful.

Sincerely,

Mr


Before We Go On, Let's Review Your IEP

' PEP is short for Individualized Education Program

' The IEP is a written plan which

be developed by your IEP team.

be designed just for you when you receive special education programs orservices.

be reviewed at least once each year.

help your teacher, your parents, and you plan ahead to make sure that your timein school helps you to reach your ambitions.

Here is a list of things that will be written on your !EP

1. your present levels of work in school.

2. Your ye:. y goalswhat you want to achieve this year.

3. Your short-term objectivesthose skills you will need to learn before you can reachyour goals.

4. The special education and related services you need.

5. The amount of time and ways you join in the regular classes.

6. When your special services will begin and end.

7. Ways to decide if you have reached your short-term objectives.

8. Summer school services, if you need them.

9. Specially designed physical education, if you need it.

10. Vocational education (learning skills needed to get a job), if you need it.

11. Different ways you can meet requirements for graduation from high school.

I EP ProcessActivity/Handout 6CPage 3

Goal Worksheet

Directions: Complete the following sentences.

The school activities I really enjoy are

The activities I enjoy the most outside of school are

I would like more help with the following classes in school

If I had a chance, the change I would want to make in my school program is

I learn best when


What I do best in school is

What I do best at home is

,.=:.=1/.

What I do best in my community is

When I finish school I would like to have one of the following jobs:

1.

2.

3.

What I am doing right now to get myself ready for a job when I finish school is

The three most important goals I have for this year are:

1.


2.

3.

In order to achieve my goals, I plan to

From: California Regional Resource Center, Los Angeles,CA: 1980.

IEP ProcessActivity/Handout 7, Page 1Individual and Small GroupActivity with Large GroupReport Back25 minutes

An Educational Goal Setting Guide for Parents

One of the mostif not the mostimportant thongs that you, as a parent, can do to helpschool and other professionals do a good job is to assist in the identification of goals for your child.When teachers and other professionals have some idea of what you would like to see happen toyour child, they will be more able to provide services and programs that help meet yourexpectations. There is no one better qualified to write a goal for your child than you, the parent.You know your child better than anyone else and you are legally in charge of his/her life. It is morethan reasonable that you suggest goals for your child_

Goals are not that hard to write and you will require little special training. The shortprogram that follows will help you to identify realistic goals for your child.

Goals--what are they?

Goals are statements about things we're aiming to do, get, or become. Setting goals forourselves, and systematically working toward them, is a way of turning an ambition or desire into areality. If you know what you want, you're more to get it.

Setting educational goals for pupils is an important part of planning an appropriateinstructional program. Educational goals are statements that tell what skills or behaviors theteacher and pupil are aiming for. Annual goals, such as "will be able to dress himself," may besteps along the way to life goals like, "will be independent," and represent a specific set of skillsthat the child will hopefully master over the school year.

Setting Goals

Parents can make a real contribution to the design of their child's educational programwhen they take some time to think about goals that they would like to see their child reach. Thesegoals can then be discussed at meetings with school personnel. The following exercise isdesigned to give you practice in identifying essential, realistic, and reachable goals for your child.

A step-by-step guide to education goal-setting

Read each section below, and take a few minutes to respond to the questions asked:

1. An educational goal describes a skill or behavior we would like to see a child learn, ordo better.

2. Since educational goals on the IEP are usually written for one year, they aresometimes called annual goals. Many different kinds of goals can be set, but most ofthe educational goals you will want to aim toward with your child fall into one of thefollowing five areas:

2.1 Academic Skills (e.g. reading, writing/spelling, math)

2.2 Self-help Skills (e.g. eating, dressing, bathing, shopping)

IEP ProcessActivity /Hank 1 7Page 2

2.3 Motor Skills (e.g. riding a bike, climbing stairs)

2.4 SosiallErrational Skills (e.g. sharing, making friends)

2.5 Vocational/Prevocational Skills (e.g. following directions, completingjobs, using tools)

3. Now, think of one thing you would like your child to be able to do by the end of theschool year. Write it here: (child's name)

will

Did you write something like:

-Improve sight vocabulary-Spell name and address without error-Bring belongings L - from school-Be able to play bar.J.-Be able to make change

If you wrote something like the examples above, you have written a goal for your child.

4. Look at the goal you wrote. Next, look back at Step 2, and check the skill area that ismost like the goal you wrote. For exam :e, if you wrote, "Jamie will have bettercoordination," you would check 2.3, Motor Skille. If you wrote, "Alicia will be able topick out her clothes and put them on" you would check 2.2, Self-Help Skills. If youwrote something like, "Chia will do her homework," mark the skill area that seemsclosest to the goal-2.1, Academic Skills.

5. Before going on to the next step in goal-setting, let's look at a few more examples ofgoals in each of the five a

AGEdfialialaa

Reading Goals-read traffic safety signs-improve sight vocabulary-read at a 5th grade level-understand what is read-read a book

Writing/Spelling Goals-print name and address-spell name and address-write a book report-make lower spelling mistakes-print more neatly

Math Goals-get a passing grade in algebra-count by 10s-make change-tea time-learn the multiplication tables

Motor Goals

-swim-cut with scissors-play on the basketball teamdrive a car-play the piano

Sell-t-leW Gods

-eat with a knife and fork-go to the store on errands-bring belongings home from

school-use the stove safely-ride the bus-use the telephone-cross a street with traffic signals

Social/Emotional Goals

-have good manners-enjoy playing with age-mates-sleep without a light on-play table games with the family-participate in group activities

I EP ProcessActivity/Handout 7Page 3

Vocational/Prevocptienal Goa

-be on time (for school, etc.)- learn to type-listen and follow instructions-do chores around the house-fil out a job application-work independently

Notice these things about the sample goals above:

- They are stated positively;-They ten what skill the child will have (play the piano vs. taking piano lessons)

Also notice that some goals seem to fit into more than one area. 'team to type" could beseen as a vocational skill or as a motor skill. Knowing which area the goal should fit into is not reallythat important; the skill areas merely he you to think of all the kinds of things you'd like your childto:

learndo betterdo more often.

6. On the next page, there is space for you to write some more goals for your child.Remember, goals should be realistic, and reachable within a reasonable amount oftime (otherwise, both you and your child may be frustrated and disappointed). Youmay want to review the sample goals before you go on to the next page.


Try to list as many things as you can that you would Ice your child to be able to do.Don't worry about what language you use. Write what comes into your head. Try tokeep your pencil moving!

Goals List forChild's Name

From Directions II: A workbook for families. Los Angeles: Western Los Angeles Direction Service,1978.

IEP ProcessModule SummaryPage 1

Th3 Individualized Educational Program Process:Rights and Responsibilities

Summary

The Education for All Handicapped Children Act of 1975 (Public Law 94-142) established fourmajor rights:1. Free appropriate public education.

2. Placement in the least restrictive environment.

3. Fair assessment procedures.

4. Parent involvement in educational decisions.

and two protections:

1. Individualized Education Program (IEP)

2. Due Process Procedures

A written Individualized Education Program (IEP) must be developed before a studentreceives special education services. An IEP is:

I

A written individualized statement

Developed by a team

To guarantee delivery of appropriate services

.. For all children who meet eligibility require-ments

...,..........,,,,,............

The Individualized Education Program (IEP) is developed by the IEP team. This team shallinclude; but not be limited to:

- One or both of the pupil's parents, a representa-tive selected by the parent, or both

Administrator or administrative designee

- Pupil's present teacher. If the student does notpresently have a teacher, a regular classroomteacher referring the student, or a specialeducation teacher qualified to teach a student ofhis or her age.


The Individualized Education Program (IEP) shall include but not be limited to, all of thefollowing:

Student's present level of education performance.

Annual co 718 and short-term instructional objectives.

Statement of specific special education and related services tobe provided, including extent to which the child will participate inthe regular program.

Projected date for initiation and duration o; such programs andservices.

Appropriate evaluation procedures and objective criteria fordetermining, at least annually, whether the short-term instruc-tional objectives are being achieved.

Due process ensures that both school agencies and parents have the right to request ahearing to resolve disagreement relative to the appropriateness of the special education programsand the services offered or being provided for the student. The due process hearing procedureensures that specific procedures and time lines are followed whenever there is a proposal or a refusalby the school to change a student's educational program. Issues which may be considered under thedue process hearing procedures include:

Identification

Assessment

Placement of students with exceptional needs

Provision of a free appropriate public education

Parents and students are offered many rights and protections by laws and regulations. Inaddition to these rights they should assume a corresponding set of responsibilities.


Parents Responsibilities

1. Coordinate your child's recordskeep a file on educational, psychological and medicalrecords.

2. Initiate school conferences early in the year.

3. Share specific information about your child and assist in developing appropriate IEPgoals.

4. Join parent organizations.

5. Attend school board meetings, parent group meetings and parent advisory committees.

6. Give positive reinforcing messages to teachers, counselors, administrators and schoolboard members. This can be accomplished through writing notes and letters or makingphone calls.

7. Keep informed about current legislation.

Student Responsibilities

1. Learn about your IEP and the process used to develop the IEP.

2. Give information to the IEP team about what you want to leant

3. Becorr a a member of the IEP team.

4. Work to meet your goals and objectives.

I EP ProcessBibliography

Bibliography

Books/MagazInes/Re3ources

Child and parental rights in special education..Sacramento, CA: CA StateDepartment of Education, 1988.

Directions II: A workbook for families. Los Angeles, CA: Western Los AngelesDirection Service, 1978.

Exceptional Parent Magazine, 605 Commonwealth Avenue, Boston, MA, 02215

Lesniak, P. and Radius, M. Student study teams: A resource manual fortrainers and implementors. Sacramento, CA: California Department ofEducation, Special Education Division, 1988.

Turnbull, Ann P. and Turnbull, H.R. Families, professionals, and exceptionality:A special partnership. Columbus, OH: Charles E. Merrill PublishingCompany, 1986.

IEP ProcessEvaluation/Handout 8

Evaluation

Your resonses to the questbns/statements below will assist us in improving this module. Please respond toall items. Your participation In this evaluation is completely anonymous. DO NOT place your name anywhere onthis evaluation.

Based on a scale of 1 through 10, how much of the information presented was new to you?

1 is not much new; 10 all new.

1. After this session, I am aware of thefederal and state laws and regulationswhich safeguard the rights of childrenwith handicaps and their parents.

2. This session helped me develop anawareness of the IEP process.

3. Because of this session, I have examinedsome of the roles and responsibilities ofthe parent in the IEP process.

4. As a result of this session, I can writegoals for the IEP.

5. This session made me aware of effectivetechniques for parental and studentinvolvement in the IEP process.

6. The material presented was sensitive toall cultural groups.

7. The material covered information whichwas appropriate to all handicappingconditions.

8. The material presented matched myneeds.

9. I will use some of the information/re-sources that were introduced.

10. The instructors did a good job.

11. Specific suggestions to improve thismodule:

StronglyDisagree Disagee Undecided Agree

StronglyAgree

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

8

document resume carlisle, lynn; lesniak, pat … › fulltext › ed315938.pdfdocument resume ed 315...

Documents