How to be an IEPIEP(Informed Effective

Parent)Team Member

Partners For Success Resource CenterPartners For Success Resource Center

Anne Arundel County Public SchoolsAnne Arundel County Public Schools

OutcomesParents will be able to understand

the Special Education Process. Parents will be able to interact with

school personnel and other service providers in an assertive, non-aggressive manner.

Parents will be able to advocate for their child within the IEP Process.

Partnership

Partnership is a relationship between two people in which each has equal status and certain independence but also some obligation to each other.

Equal in value and status. Partnerships require sharing knowledge for the good of the child.

Independence in regard to each partner’s ability to bring viewpoints and contributions for cooperative decision making.

Obligation or responsibility to work together for the child’s education.

Teamwork

Teamwork is the concept of people working together cooperatively.

Coming together, sharing together, working together, succeeding together

Unknown

Special Education Process

Special Education Process

Screening

Evaluation

Eligibility

IEP Developme

nt

Instruction

Annual Review

Screenin

gScreening Requested

When parents or teachers notice that a child is having difficulty learning and a disability is suspected, they should give that information in writing to the school principal.

Screening Completed by the IEP Team

A team of people from the school will gather available information about the child. The team will consider whether the child has responded to scientific, research-based intervention as part of the process of determining whether a disability may exist. Then together with the parents, the team will conclude if an evaluation is needed or appropriate. Written permission is obtained from the parents to conduct the evaluation process.

Evaluatio

nAn evaluation is a careful look by a team of teachers and specialists at a child’s abilities, strengths and weaknesses. It provides information about the child’s educational needs based upon a multi-disciplinary battery of standardized assessments through individualized testing of the child.

Eligibility

The IEP team, which includes the parents, meets to review the evaluation results and determines if the student is eligible for special education services under federal guidelines. An IEP must be developed as soon as possible once the student has been identified with a disability and in need of special education services. If the disability suspected is not confirmed, alternative intervention strategies will be designed to address the presenting problem.

IEP DevelopmentThe IEP team meets to determine what special education instruction and supports are required to meet the child’s educational needs. An IEP is then developed which may require related services (e.g. speech/language therapy, occupational therapy, physical therapy, etc.) in addition to specialized instruction.

The IEP is written and approved and will be implemented as soon as possible.

InstructionAfter the IEP is written, the child receives special education instruction, which focuses on the goals and objectives outlined on the IEP. This instruction will be directed toward teaching the skills necessary to become a successful and independent learner.

Annual Review

At least once a year, parents and teachers meet to review the child’s IEP and the progress the child has made. During that meeting, the team will evaluate goals and objectives, identify current levels of educational performance and revise goals, objectives, accommodations and services as needed.

Re-Evaluation

Every three years, or sooner if needed, each child is eligible for a new comprehensive evaluation and a determination will then be made regarding whether the child continues to need special education services.

Up to

90 Calendar

Days

ASAP IEP is implemented as soon as possible

Up to

30 Calendar

Days

1 Year

3 Years

Special Education Timeline at Glance

Parent or member of school staff requests an evaluation in writing. Process begins.

 

IEP Team meets to review existing data

(collects additional data, if necessary)

 

If a disability is suspected, parent consents to an evaluation (The IEP Team has up to 60 calendar days to complete evaluation without going over the 90 calendar days from receipt of written request)

Evaluation is completed and results are shared

If student is eligible, an IEP is written by the team and parent/guardian must consent to implementation for services to begin

Annual Review (within one year)

Reevaluation (within three years)

IEPIndividualized

Education Program

Who is Eligible?Children Ages 0 to 21 with:

Autism

Deaf-Blindness

Developmental Delay

Emotional Disability

Hearing Impairment

Intellectual Disability

Multiple Disabilities

Orthopedic Impairment

Other Health Impaired

Specific Learning Disability

Speech/Language Impairment

Traumatic Brain Injury

Visual Impairment

Definition of IEPThe Individualized Education Program (IEP) is the central component of the special education law: the Individuals with Disabilities Education Act, referred to as IDEA.

The IEP is both a process and a document:

… the process includes the planning steps taken by a multidisciplinary team, including the parent, to assess the child, determine eligibility, and to design an appropriate educational program.

…the IEP is a dynamic working document describing the special education and related services specifically designed to ensure that every student with disabilities receives an appropriate education.

Purpose of IEP…mutual agreement, shared ownership, an opportunity for creative collaboration

…communication between parents and school personnel, as a joint agreement

…management tool to make sure that the program is carried out by all members of the team

…monitoring instrument to check whether the student’s special needs are being met by the IEP

…evaluation measure to determine whether the student is progressing toward stated goals

The IEP is not a contract, but a tooltool. It is to be changed as the needs of the student change, or if

adequate progress is not being made.

IEP ContentPresent Levels of Academic Achievement and Functional Performance

Measurable annual goals

Statements of special education and related services with accommodations and modifications as needed

Dates, frequency, location, and duration of services and accommodations which meet the child’s LRE (least restrictive environment) based on his/her needs

Statement of participation in statewide and local assessments

By age 14, transition statements focusing on course of study, and by age 16, transition goals including interagency involvement. (AACPS)

Learning in the Least Restrictive Environment (LRE)

•It means that children with disabilities are educated with their typically developing peers to the maximum extent appropriate

•The child's placement is

–determined at least annually

–based on the IEP

–as close as possible to the child’s home

•The child is educated in the school that he or she would attend if non-disabled unless the IEP requires some other arrangement

•Placement decisions are based upon the unique needs of the child and made by the IEP team

Anne Arundel County Public SchoolsDivision of Special Education

Continuum of Services

Regular Education

without supplementary

aids and services

TEAM Teaching

classroom

Anchor Room

Separate class in regular school

(MINC, ED)

Separate school-public

Separate school-private

FULL INCLUSION

Student remains in the

classroom, receiving

supports from the special

educator and/or instructional

assistant.

ANCHOR ROOM

(Elementary)

Students move in and out of the classroom as warranted. The teacher

teaches Math and Language Arts to various

groups of children throughout the first two-

thirds of the day, and usually then goes into

the regular classrooms to co-teach Science and

Social Studies.

MODIFIED

SELF-CONTAINED

Many students in this classroom require the

structured, small environment for the majority of the day

including Science and Social Studies. The

teacher is available in this classroom throughout the

day.

SELF-CONTAINED

Students remain in the special education setting for all content

areas. In some cases, they may remain in small,

structured settings for Specials, lunch and

recess.

TEAM-TEACHING

Student remains in the regular classroom, while the special

educator and general educator share the responsibilities for

instruction and follow-up activities.

Regular Education with supplementary

aids and services

Reporting on Student Progress

Progress is to be reported on IEP goals and objectives at least

quarterly. These reports are included with report cards each

marking period.

Advocacy

What is Advocacy?

Speaking on behalf of another individual or group to bring about change.

Type of problem solving.

Advocacy Is... Building self confidence. Organizing for change. Investigating situations. Understanding and using the law. Knowing where to go for help. Locating the person who has the

power to make decisions. Analyzing and resolving problems. Settling valid complaints

informally/ formally.

Why Partnership and Advocacy

Are So Important

Parent involvement is more important to student success, at every grade level, than family income or education.

IDEA promotes and is based upon the concept that “teams” make decisions for the student, and that parents are partners on the team.

It’s All About Your Child 

•Learn all you can about your child's special needs

•Remember your child's strengths

•Use the knowledge and skills you already have

•Keep current on state and federal laws

Remember as a parent you know your child best and bring this knowledge to the team!!!

Bridges and Barriers to Communication

Communication bridges are positive exchanges between parents and teachers.

Bridges that Improve Communication

• Understanding each other’s roles and responsibilities and who to communicate to

• Respecting each other’s time and responsibilities

• Setting boundaries of how and when to exchange information, and maintain contact via phone, notes, emails and meetings

• Exchanging information in a positive way• A mutual desire to inform, discuss, and

solve problems - all focused upon the student’s growth and development

Barriers that Hinder Communication

• Failure to understand the importance of open,

honest communication • Either parents or school personnel not fully understanding each other’s perspective• Different cultural expectations of parents

and teachers • Negative memories of their own school or less than perfect past experiences• Defensiveness • Hesitancy of team members to

communicate too often

Supporting the Partnership through Effective Communication

Bring a positive attitude Build mutual trustRealize your valueCommit to the process

Before the IEP Team Meeting

Communicate regularly with the teachers.

Maintain close contact with anyone responsible for coordinating your child’s program.

Offer assistance to the teachers. Review the draft IEP and assessments

and compile a list of questions to bring to the meeting.

Discuss IEP draft with the child, if appropriate.

At the IEP Team Meeting

You have the right to invite anyone you wish.

Be prompt. Bring the child into the meeting

with you if appropriate. Be specific as possible about

child’s abilities and needs. Stick with the issue at hand -

your child’s education.

At The IEP Team Meeting

Remain as friendly as possible, separate people from problems.

Remember that understanding is different from agreement.

Ask questions!!! Ask questions!!! Compromise is always encouraged. Keep an open mind to all proposals. It may not be possible to finish all

the business at hand in one session.

After the IEP Team Meeting

If you think teachers or other team members are doing a good job, tell them!

On going communication with school regarding goals and objectives.

Ask for an IEP meeting if you think it is necessary.

Keep a Paper Trail

Medical and developmental history. Your own notes about your child. Assessment reports. IEPs. Transition Plan. Notes of phone calls and conferences.

Include dates, person contacted, purpose, results.

Letters sent and received. Any other relevant information.

Keep records in chronological order:

If you have If you have concerns…concerns…

If you have concerns about the IEP process or document…speak up!

First, start by talking to your child’s teacher or the case manager, then the school administrator

Contact your school-based resource teacher for special education

Follow your parental rights/procedural safeguards regarding resolving disagreements

Facilitated IEP’s are available upon request by contacting the Anne Arundel Conflict Resolution Center at 410-266-9033.

A child’s Individualized Education Program (IEP) is the cornerstone of his or her special education

program. As an IEP (Informed Effective Parent) team member, parents, along with administrators,

teachers and school staff, have the opportunity to combine their special areas of expertise and jointly

craft an appropriate educational plan for the student. Continuous partnership and teamwork among

parents, administrators, teachers and related service providers can help guarantee student success!

Resources and PartnersResources and Partners Infants & Toddlers /Early Childhood Services AACPS, 410-222-6911

Partners For Success Resource Center, AACPSPartnersforsuccess@aacps.org 410-222-3805

www.aacps.org/specialed/involvement.asp

Family Support Services Family Support Network, Preschool Partners,

Partners for Success Centers 1-800-535-0182

www.marylandpublicschools.org www.mdecgateway.org

Parents Place of Marylandinfo@ppmd.org 410-768-9100