Developing an Effective IEP: Its

Developing an Effective IEP: A Collaborative EffortAngela CaveADMS 625SUMMER 20131What is an IEP?Individualized Educational ProgramRequires a collaborative effort.Designed for the student to achieve success in the general curriculum.Levels the academic playing field for a student who has a disability.A fluid document.

An IEP is an individualized educational program put together by a team of experts. The document is constantly changing. It is to be reviewed yearly, but progress monitoring should be frequent. 2

Why do I need to create and follow an IEP?The law requires that schools abide by the IEP!NCLB (No Child Left Behind) demands that we set up all children for success in our schools.All students are expected to pass standardized tests.IDEA (Individual with Disabilities Education Act) Subgroups - No invisible kids

We are required to create and follow an IEP for a child who qualifies for services. IDEA requires states to present test scores by subgroups, not just by school results. Kids who used to be hidden by scores of achieving kids are not brought into clear view. We need to focus on these students to sure we are doing everything we can to be assured all students are growing and learning each year. Even schools with high overall pass rates are held accountable for the subgroups, regardless of how small these groups may be. The result: NO INVISIBLE KIDS3The Eligibility Process

A parent of school professional may bring a child up for the evaluation process. Academic tests are run by school psychologist or other professional to determine whether a learning disability does exist. There may be a discrepancy between achievement and ability. Or IDEA law now allows students who are not successful despite RTI to qualify for services as well if a disability is apparent. Here you can see the time requirements to get from the referral to the actual meeting being held.4The IEP Process: It is important to note that this it is a cyclic process. It not something you start, then finish. The childs needs will change, teachers will change, growth will take place. All of these things require adjustments and re-visiting of various parts of the IEP process.5Who attends the IEP MeetingParentGeneral EducatorSpecial EducatorPerson who administers tests used for evaluative purposes.Special Education DesigneeThe student, if appropriateOther participants

It is encouraged that the student be a part of the IEP creation process, although he/she may not be present during the eligibility meeting. It is important that the designee facilitate the meeting while someone records what is happening during the proceeding. In terms of middle schools, often only one general educator will attend and this is what is required by law. However, in our school building I require that both the math and language arts teachers are present. (Example of meeting I attended)6Setting the StageIntroductionsPurpose of meetingGround rules, agenda, anticipated length of meetingRecorderParental RightsUse descriptive language, but language everyone can easily understand

Make sure everyone knows who is in attendance, and that they are aware of why they are meeting. You need to be clear on rules. For example, allowing those who are speaking to complete their report before questions are asked. Also, it is important to let everyone know how long the meeting should take. Parents need to be aware of their rights and be presented with the appropriated documents during the meeting. There is no place in an IEP meeting for educational jargon. This may intimidate other participants, especially parents. You want to everyone to feel that they have equally important information to offer during the meeting.7What goes into an IEP?Students Current Level of PerformanceStatement of Measureable Annual GoalsStatement of Short-term ObjectivesThe amount of time a student will spend outside the general education classroomAccommodationsRelated ServicesDistrict and State AssessmentsExtended School Year Services

Before we can decide where the student will go, we need to know where he is presently. This will be the foundation for the goal setting. If a child is performing poorly in math, the team will need to use where he is as a bridge to where he is going. For example, if the child can only read on a third- grade level, the goal should not be for the child to read and comprehend sixth-grade material. Goals are what the child is expected to achieve over the course of the year. Objectives are the short-steps necessary to get to that goal. 8IEP Goals should be SMARTSpecificMeasurableAchievableRelevantTime Limited

Specific Be sure that the goal gives specific details as to what is to be done. For example, The child will be able to calculate percent of a number, with 80% accuracy.Measurable How do you know when the goal is met? Example: Provide child with problems on classwork assignments, tests, and quizzesAchievable Is this something the child should be able to do? You do not want to give a goal that is unobtainable for the child. Example: A child who is not able to multiply two digit numbers should not be be expected to find percent of a number.Relevant Does the goal pertain to an SOL objective that the child is expected to meet? Look for SOL objectives that the child can be successful with. If I have a child who struggles with equations, I would still select a math goal that it is relevant but the concentration for this child may be on a different strand such as computation.Time Limited Give a specific time frame for the goal. For example, students will find percent of a number with 80% accuracy by April 2014.9Accommodations you shouldnt MISSS . . MaterialsInstructionSettingSchedulingStudent Response

Materials Large print for reading materials, calculator use, copies of notes provided before instruction, access to math manipulatives during assessmentsInstruction Reducing the length of assignments, instructions repeated, peer/student tutorSetting Small group instruction, one-on-one tutoring, Scheduling Break up assessments into smaller chunks over several days, provide additional time for assignment completionStudent Response Assessed verbally instead of in writing through dictation to the teacher, allowing child to write using computer instead of pencil/paper10

Implementing the IEP and Follow-upCarry out your responsibilities.Communicate successes and problems.When problems occur, take care of them ASAP.If you need help, ask for it.Resolve problems sooner, not later.Most importantly, keep communication open between all members of the IEP team.

Look to see what it is you must do. For example, is it your job to modify the assignments? If so, make sure you do so. Keep the communication open. Let people know how the child is doing periodically. If this line of communication is open from the beginning, problems will not be as threatening to families when they occur. If you do not know the answer, ask someone to help you. This is a collaborate process and you are not expected to know it all! 11Principal ReviewClear MessageAccommodations Be Specific.Accommodations Make sure they are available.Attendee Selection Too many in attendance can be helpful but can also make decision-making cumbersome and time-consuming.Special Education is complex. You need to know your facts, but you will learn how as you go.Know when you ask for help.

Mr. Bingham enjoyed the presentation. It was not completed when I met with him, so he was able to give me some tips for things to include. I took his feedback and incorporated into my PowerPoint. He liked my ideas, and said that an IEP can be overwhelming. He cautioned me about accommodations, and how to talk to parents. Often, a parent will ask for an accommodation that is not best for the child. But instead of disagreeing, he will ask the parent to describe the accommodation in detail. That way, the parent may see how it is not helpful for himself. 12Parents Role in IEP Video

13Resourceshttp://www.understandingspecialeducation.com/special-education-law.htmlInstructionhttp://nichcy.org/schoolage/accommodationsSchedulinghttp://idea.ed.gov/http://www.greatschools.org/special-education/legal-rights/856-NCLB-learning-disabilities-opportunities-and-obstacles.gshttp://nichcy.org/schoolage/stepshttp://www.dsawm.org/http://nichcy.org/wp-content/uploads/docs/legacy/11-trainerguide.pdfhttp://sped.dpi.wi.gov/files/sped/pdf/iepguide.pdf14