Dopey: Dopey: AdministrationAdministration

Grumpy: Child with Grumpy: Child with an Emotional an Emotional DisorderDisorder

DOC: School DOC: School PsychologistPsychologist

IEP Team Roles and Responsibilities

Jason Bodnar, Susana Desaro, Ashely DiMattia,

Rebecca Lippincott, Kristen Mangino, Gina Powell, Audrey Stull

Team 5

IEP Meetings

IEPs should be accurate roadmaps created collaboratively for a particular student by an

educational team. They are agreements between team members that will become a particular child’s

educational program for a years time unless changed by a the team consensus.

Who Must Attend an IEP Meeting?

According to IDEA 2004, the IEP team includes: The parents of a child with a disability; Not less than 1 regular education teacher of such

child; Not less than 1 special education teacher; A representative of the local education agency; An individual who can interpret the instructional

implications of evaluation results; Other individuals who have knowledge or special

expertise regarding the child The child with the disability.

Pre-Meeting Strategies

What to do before the group meets:Meeting purposeMeeting participants/rolesAgenda planningLogistics

Evaluation Specialist Roles and Responsibilities

Serves as an individual who can interpret the results of the child’s evaluation and use the results to help plan an appropriate instructional program

Part of the Child Study Team Determine the child’s strengths and

weaknesses Collaborates with team members by:

Clearly interpreting the findings to the parents and other team members

Making specific recommendations that can be communicated to teachers and tutors

Evaluation Specialist Explain range of services, from short screening

to a full evaluation Initial Evaluation

Must examine anything that might have an effect or impact on the child’s education

School information Targeted tests Additional tests:

IntelligenceMental healthMedical HealthPsychological

Observations

Evaluation Specialist Purpose of Initial Evaluation is to

determine if the child is a child with a disability

Two requirements:1. Defined criteria for at least one disability:

Autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment, developmental delays

2. Needs special education and related services to benefit from the educational program because of disability

Evaluation Specialist Results are discussed at a multidisciplinary

team meeting to determine if child meets two criteria Gives a clear diagnosis with supporting evidence States the extent of problem, highlights strengths and

an estimate of the outcome Gives specific, focused recommendations that are

prioritized IEP formed

Participates in identification of curricula modifications and instructional interventions based on evaluations

Conducts follow-up observations to determine success

General Education Teacher Major goal of instruction: For the child to

participate and progress in the general education classroom – All students are held to the same Standards

Pivotal role in determining necessary supports and strategies that promote full or partial participation in the general education classroom

Includes students with severe disabilities Standards-based functional curriculum

General Education TeacherPrior to the referral: General classroom behavior or performance provides a

framework for determining the need for special education

Develops strategies, makes accommodations and provides supports that will allow a child’s needs to be met within the bounds of general education May consult the Child Study Team for this

Referral should clearly indicate what the child does or does not do that suggests the existence of a disability

Data and information that teacher collects and includes in referral will be used in developing the students IEP

General Education TeacherDuring the IEP meeting: Collaborate with the special ed. teacher to ensure that the

instructional plan meshes within the general ed. classroom

Data from classroom to determine child’s present levels of performance (PLOP)

Develop (review and revise) IEP goals, objectives and benchmarks Need to be connected to curriculum and measurable Determine and document how goals will be assessed and

evaluated in their classroom Identify related services and supports – “only as

specialized as necessary” Typically resumes responsibility for maintaining

communication between home and school

Special Education TeacherRoles in an inclusive general education classroom:1. Assessment to help determine whether or not a student

has a disability

2. Co-teaching with a general education teacher

3. Instructional planning for a student in inclusive classroom Examples: Extra time on tests and other classroom assignments Enlarged print for students with vision impairments Seating assignments (such as for vision impairments)

Also to ensure that students are included with the class and not singled out

Special Education TeacherIEP Team Responsibilities: Explain the process of the IEP meeting Help the parents by making sure their ideas,

concerns, and views are expressed Collaborate with the general education teacher to

make sure plans mesh with the classroom set-up The main developer the instructional plan** Identify alternative resources and assistive

technology (example: WYNN) Provide parents with suggestions on how to work

with their children at home Act as the students’ advocate by sharing their

interests, preferences and rights

Special Education TeacherThe instructional plan:

1. Who will teach the student – the regular education teacher, special education teacher, paraprofessional, or other

2. When they will teach and how it will fit with the general curriculum

3. Where it will be taught – the general education classroom vs. resource room or small group vs. large group settings

4. What teaching methods and supports should be used

Parents Roles and Responsibilities at IEP

Meetings Before the Meeting: Review child’s evaluation

report Consider child’s hopes,

dreams, and aspirations Prioritize 2 to 3 areas

where you want to see your child improve

Prepare questions to ask the team

During the Meeting: Discuss child’s hopes,

dreams, and aspirations Have an equal voice in

the development process Discuss child’s

educational programming Make sure you

understand what the team is proposing

Parents

The parent needs to be aware that: They may bring family members, advocates, or

community members to the meeting They may also request accommodations:

Physical Accommodations Transportation Child care Interpreter services Audio taping of the meeting

Parents Major role of parents is to ask a lot

of questions. Sample questions: Are there clear statements about what

my child can do right now in various areas? 

Do I think these skills are important things for my child to work on?

Do I think these skills represent reasonable expectations?

Are there things I can do to help my child succeed in the program?

Have these things been written into the IEP?

(Van Dycke, 2006)

Imagine….

Being a young child and hearing your parents talk about your upcoming birthday party. They discuss who will be attending, what each person’s job is, and what the theme will be. The day finally comes and you are not even invited to YOUR party. The same thing happens year after year.

Now replace birthday party with IEP meeting

(Mason, 2004)

Student-Led IEPs

Teachers should work with students and prepare them for their IEP (preparation process and the actual IEP meeting)Teaches students to take ownership for their

own educationStudents learn more about their disability, legal

rights, and accommodationsStudents gain self-confidence and the ability to

advocate for themselves

(Van Dycke, 2006)

Who Speaks During an IEP Meeting?

Special Ed. Teacher 51% Family 15% General Ed. Teacher 9% Administrator 9% Support Staff 6% Multiple Conversations 5% STUDENT 3% (and it is their IEP) No Conversation 2%

Other Team Members:

Who are they?

Could be outside people or professionals with knowledge of student (EX: physician, vision specialist, even a neighbor)

Could be staff with no knowledge of student (EX: middle school teachers if student is transitioning from elementary school)

Could be professional facilitator

Other Team Members: Roles and Responsibilities

May be there primarily to provide expertise and answer questions (vision specialist, physician, middle school teacher)

May be there to support parent and advocate for student

May be there purely in facilitator role Can contribute or question outside their area

of expertise

Consensus MUST be met

Not a democracy or autocracy

If school district does not agree, services will not be provided

If parent does not agree, he or she can take legal action

After the Meeting

What happens after the IEP is written?

Services contained in the IEP are provided

Progress is measured and reported to parents

IEP is reviewed annually

Works CitedBergin-Lytton, T (2006, October). Facilitated IEP journey. Retrieved May 24, 2007, from

Direction Service Web site: http://www.directionservice.org/cadre/conf2006/Session%201.2%20-%20Trisha%20Bergin-Lytton%20Handout.pdf

Burns, E (2001). Developing and implementing IDEA-IEPs. Springfield, Illinois: Charles CThomas Publisher, LTD..

Chapman, R (2007). Avoiding stormy IEP meetings. Future Reflections, 26, Retrieved May 22, 2007, from http://www.nfb.org/Images/nfb/Publications/fr/fr25/fr07spr15.htm

Dabkowski, Diane Marie. (2004, Jan/Feb). Encouraging Active Parent Participation in IEP Team Meetings. Teaching Exceptional Children, pp. 34-39.

Department of Special Education. (2005). Along the Path if Special Education: Questions and Answers Related to Your Child’s Individualized Education Program. Wisconsin: Madison Metropolitan School District.

Mason, Christine Y., McGahee-Kovac, Marcy, & Johnson, Lora. (2004). How to Help StudentsLead Their IEP Meetings. TEACHING Exceptional Children, 36, 18-25.

Works CitedMeyer, M. (2003). What to Expect From An Evaluation. Retrieved May 21, 2007, from LD Online Web site: http://www.ldonline.org/article/14904\

Rogers, J (1996, October). Needs-based IEP meeting member roles. RetrievedMay 24, 2007, from Northern Lights Web site: http://www.nlsec.k12.mn.us/spamdetails.asp?id=148

Snell, M., & Brown, F. (2006). Instruction of students with severe disabilities.Upper Saddle River: Pearson Education, Inc..

Vanderwerker, Wyllys D. (2006). The Role of a Parent. Retrieved May 23, 2007, from Lynchburg City Schools Web site: http://www.lynchburg.org/specialed/parentrole.htm.

Van Dycke, Jamie L., Martin, James E., & Lovett, David L. (2006). Why is This Cake on Fire? Inviting Students Into the IEP Process. TEACHING Exceptional Children, 38, 42-47.

Wright, P. and Wright, P. (2001). Tests and Measurements  for the Parent, Teacher, Advocate & Attorney. Retrieved May 21, 2007, from Wrightslaw Web site:

http://www.wrightslaw.com/advoc/articles/tests_measurements.html

(2007). Facilitated IEP meetings: An emerging practice. Retrieved May 24, 2007, fromTechnical Assistance Alliance for Parent Centers Web site: http://www.taalliance.org/publications/FacilitatedIEP.pdf