getting acquainted with the iep process developed by contra costa selpa

Getting Acquainted with the IEP Process

Developed by

Contra Costa SELPA

IEP Process Overview 2-8-063

Purpose

The purpose of this training is to inform parents, teachers and general education staff of the Special Education Individual Educational Planning Process

according to the Individuals with Disabilities Education Act 2004

from referral to placement.


AgendaIDEA 2004 Guiding Principles Key Provisions of AB 1662 (IDEA Conformity 9/05)

EligibilityTimelineAssessmentFree and Appropriate Public EducationLeast Restrictive EnvironmentGoals and ObjectivesThe IEP MeetingParent Rights and Dispute Resolution


Guiding Principles of IDEA 2004

High Expectations and Agency AccountabilityImproving Results through the General CurriculumEducation with Nondisabled PeersParental Involvement and PartnershipsIncreased Efficiency and Flexibility


Key Provisions of AB 1662

Review Blue Sheet (Key Provisions)

Discuss changes


High Expectations and Agency Accountability

State and district assessment programs with appropriate accommodationsStandard, non-standard, alternate assessmentSchools report progress on goals and objectives - 4x/year (AB 1662)


Improving Results through the General Curriculum

Relating a child’s education to what non-disabled students receiveProviding for general education teacher’s participation in the IEP processRequiring the IEP team to consider special factors


Education with Non-disabled Peers

Research supports the instruction of students with disabilities in general education with nondisabled peersService in general education means needed supports and modifications


Education with Non-disabled Peers (cont.)

The Individual Educational Plan must include:An explanation of the extent, if any, to which the child will not participate with non-disabled peers in the general classroom, and other activitiesA statement of specific special education and related services and supplemental aids and services to be provided in general education


Role of the ParentsProvide consent to assessment and provision of special education servicesParticipate in meetings for the identification, evaluation, placement and FAPEParents are included in eligibility and placement decisions

IDEA 2004 recognizes the importance for parent/school partnerships and non-adversarial dispute resolution.

Parents are offered mediation as a voluntary option for dispute

resolution.

IDEA 2004 recognizes the importance for parent/school partnerships and non-adversarial dispute resolution.

Parents are offered mediation as a voluntary option for dispute

resolution.


Increased Efficiency and FlexibilityThe focus is on obtaining useful information for instruction and decision-makingAt three-year review: No need to reestablish eligibility if the IEP team agrees that the student continues to be eligible for special education servicesEach IEP is an opportunity to review progress, evaluate needs and set expectations for the student


Summarizing the Guiding Principles

High expectations and accountabilityImproved results through general education curriculumEducation with non-disabled peersParental involvement and partnershipsIncreased efficiency and flexibility


Teacher Conference and Student Study Team Opportunities

Prior to referral to special education, meet with the teacher(s) individually or in a group to discuss strengths, weaknesses, modifications and accommodationsIdentify concerns and needsImplement and document accommodationsDevelop accommodations and optionsReview and evaluate impact of modifications and accommodations on the student’s progress


Eligibility

Specific Learning DisabilityHard of Hearing/DeafVisual Impairment/BlindSpeech or Language ImpairmentOther Health Impairment

Orthopedic ImpairmentMental RetardationTraumatic Brain InjuryEmotional DisturbanceAutismDeaf/BlindnessMultiple Disability

A disability as listed in law, and because of the disability the student requires special education and/or related services


Timeline15 days: After a written referral is received to develop and offer an assessment plan15 days: For parents to provide informed written consent


Timeline (cont.)60 days to complete the assessment followed by: An assessment report A meeting to determine eligibility A written Individualized Education Plan, if eligible Placement recommendations Parent’s signature (approval) Expeditious placement

Annual review from date of last IEP meeting, or earlier if necessary


Assessment: To Determine Eligibility

Whether a student has a disability

If there is a need for special education and/or related services to benefit from education

Present level of educational functioning and needs


Assessment RequiresParent notice and obtain written consentA meeting to review assessment and existing information from parents, teachers and othersThe determination of additional information neededCollection of additional information and/or administer testsA written report by individual assessors or by the team of assessors


Reassessment

IEP team discusses need forre-assessment Parents are notifiedParents must provide written consent to any testingAfter obtaining written consent, LEA conducts the reassessment


ReassessmentFactors to consider and determine:

Whether the student continues to have a disability

The student’s present level of performance and educational needs

Whether the student continues to require special education and related services

Whether any additions/modifications to the special education and related services are needed to enable the student to meet the annual goals of the IEP and to participate, as appropriate, in the general education curriculum


Free and Appropriate Public Education, DefinitionProvided at public expense, under public supervision and direction, and without chargeMeets the standards of the State Education AgencyIncludes preschool, elementary and secondary Provided in conformity with the IEP requirements of IDEA 2004


FAPE Definition (cont.)Requires specially designed instruction Meets unique needs of the student with disabilityProvides related services when required including: Transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special educationDefines the relationship to the general education curriculum


FAPE (cont.)

Requires that alternative services continue to be made available

to suspended or expelled students


Least Restrictive Environment (LRE)

To the maximum extent appropriate, children with disabilities, including children in public or private institutions and other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the general education environment occurs only when the nature or severity of the disability of the child is such that education in the general class with the use of supplementary aids and services cannot be achieved satisfactorily. Section 612(a)(5)(A)


Key Concepts of LRE

Must be individually determined and based on a student’s individual needsApplies to all children with disabilitiesThe general education class is always the first choiceConsideration and use of supplementary aids and services to make the general education class a first and viable choice is required


The IEP MeetingMembers

ParentsGeneral education teacherSpecial education teacherAdministrator or designee (Representative of the Local Education Agency authorized to commit LEA resources)Individual who can interpret assessment results, if sharing assessmentOthers (i.e. agency representative)Student, when appropriate and always included in development of transition plan


Role of the General Education Teacher

Provide information about the general education curriculum

Identify the need for supplemental aids and supports

Design program modifications Request support for school personnel Consider request for positive behavior

intervention


Required FormsNotice of special education referralAssessment planNotification of team meetingLearning disability eligibility form (for SLD only)Current levels of performance, goals and objectives formTransition plan (16+ years)Program Description Summary


Present Levels of Performance

Stated in narrative form, Present Levels of Performance must include the following:

A description of:the strengths of the student in each area (i.e., speech and language, reading, social skills) the educational needs of the student that result from the disability how the disability affects involvement and progress in general education curriculum and/or appropriate activities.


Measurable Goals (and Objectives)

Addressing needs for involvement and progress in general education based on standards and benchmarksAddressing the student’s other educational needsWritten to represent expected progress over a period of one year


Goals and Objectives (cont.)Determine whether anticipated progress is being achievedMeet to revise IEP to address Lack of expected progress Results of assessment Information provided by parents Anticipated needs and other considerations

Meet and revise the IEP at least annually


Progress Reporting

Progress measured by providers and documented on IEP

Reporting progress to parents(4x/year per AB 1662)


Transition PlanBy age 15: Begin interest inventory with student in preparation for the ITP By age 16: A statement of transition services and any interagency responsibilities or needed linkagesBy age 17: A statement that the student was advised that all special education rights transfer to the student upon the 18th birthday (conservatorship)Age 18: Transfer of rights, however must still notice parents as well as student


Special Factors to be ConsideredBehavior intervention and strategiesLanguage needs: Limited English Proficiency (LEP)Instruction in and the use of Braille for a visually impaired/blind studentCommunication needs and opportunities for a hard of hearing/deaf studentAssistive technology needs for a student who requires assistive devices or services to benefit from education


Program Description Summary

Services determined by the IEP team:Dates: The start and end of the serviceLocation: For example, pull-out or in general education with non-disabled peersFrequency: At least 30 minutes per week which includes consultationDuration: For the regular school year


Parent RightsTo receive prior notificationTo participation in decision-makingTo be informed of optionsTo provide written consent to assessment and special education services

To access an independent educational evaluation, if they disagree with district’s assessmentTo access to all recordsTo settle disputes voluntarilyTo Due Process through state level hearing and complaint options


Alternative Dispute Resolution

1. Local Resolution Session2. Resource Parents (Parent to Parent Support)3. Program Specialists (Placement Specialist

Support)4. Facilitated IEPs5. Solutions Panel6. Local Mediation

The opportunity to resolve disputes at the earliest stage

under neutral,non-adversarial conditions.


Alternative Dispute Resolution

Contact the

SELPA Coordinator of Dispute Resolution

at

(925) 827-0949 ext. 13

REMEMBER:The child is not static, but a dynamic being that is living, breathing, and changing …..

…..therefore, the IEP must change with

the child!

getting acquainted with the iep process developed by contra costa selpa

Documents

iep process overview

general education slide

iep team

general curriculum education

general education staff

childs education

flexibility slide

changes slide