Demystifying the IEP Process

IUSD Special Education DepartmentOctober 14, 2015

Key: Understanding the process for your childPurpose:

Ensuring your child has access to a Free Appropriate Public Education (FAPE) and should consider your child’s strengths, parent’s concerns, assessment results and area(s) of need related to academic and developmental areas.

Remember the Big Picture◦ Assessment◦ Goals◦ Services and placement…in that order

Individual Education Plan “IEP”

Before the IEP Meeting…

Parent Tips to Prepare for the IEP

Things to think about …

Strengths, needs and interests as well as your goals about your child's education

Your child’s education process- What has

been working/not working?

Consider various ways to

involve your child in the IEP development process. This will develop

your child’s self-advocacy skills. 

Questions and concerns with staff before the meeting thus giving

time for understanding and research. 

Informing the Case Manager

if any additional

participants will be

attending the IEP meeting.

Before the IEP: Staff will be… Gathering input from General Education teachers

Reviewing informal/formal assessment

Reviewing student progress

Developing goals and objectives based on

unique needs

Gathering data from service providers

Gathering input from parent

The IEP Team will always include…

Share short term and long term visions for the student.

Open communication between all members of the IEP team.

It is OK to ask questions! Remember we are there for a common

purpose and this is a partnership.

During the IEP: Parent & Staff…

Introduction of team members/signatures of attendance

Review of Procedural Safeguards

Review assessments/progress

Review present levels

Proposing goals and objectives

Transition Plan (IEP before 16th birthday)

Discuss services and placement

Offer of FAPE

Components of the IEP Meeting…

Identifies area(s) of unique need(s)

Make a recommendation if a student is eligible

for special education based on the 13 types of

eligible disabilities defined by IDEA.

IEP team determines eligibility and if the student

requires special education placement and

services

Assessment Report

Strengths, weaknesses, abilities and

educational needs

Progress of previous year’s goals and

objectives

Establish baseline for proposed goals

Reference most recent assessment findings

Identify level of instruction or services

Present Levels

Measureable Annual Goals include specific

details of your child’s plan

Measurable Annual Goals include:

◦ Baseline data

◦ Benchmarks or short term objectives

◦ Person(s) responsible

Goals and Objectives

Accommodations vs. Modifications

•Changes on HOW the student is taught•Learning standards are not changed for the student but allow the student to participate in and demonstrate mastery of the general curriculum

•(Example: Extra time, preferred seating, etc.)

Accommodations:

•Changes in WHAT the student is taught•Intended to change the materials and/or the curriculum, making it more accessible and more academically appropriate for the student. 

•(Example: Test written in lower level of understanding, alternative curriculum, modified or reduced of classwork, etc.)

Modifications:

Services and Placement

IEP determines level of services and setting

based upon student’s unique educational

needs and goals.

IDEA mandates that a child be placed in the

Least Restrictive Environment (LRE)

In general, to the maximum extent appropriate, children with disabilities are educated with children who are not disabled and removal of children with disabilities from the regular educational environment occurs only when the nature and severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Least Restrictive Environment (LRE)

Specially designed to meet unique needs of a

disabled student supported by such services

that are necessary to permit the student to

benefit from special instruction.

What is FAPE?

Parent consent

◦ Receipt of Procedural Safeguards◦ Eligibility◦ Goals and objectives◦ Services and placement◦ You will be provided a copy of the IEP document

At the End of Meeting…

School personnel will inform you about your child’s progress on a regular basis. If your child is not making adequate progress, the school will hold an IEP meeting to review the issues and consider changes that may be necessary.

You can request an IEP meeting at any time during the school year if you believe that it is necessary to change your child’s IEP. This will be scheduled within 30 days of the request.

After the meeting…..Parent

Inform parent of student’s progress on a

regular basis.

Schedule an IEP meeting If student is not

making adequate progress to review the

issues and consider changes that may be

necessary.

After the meeting: Staff will…

Thank you for Participating!