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The ABC’s of the IEP: “What Every Parent Needs to Know”

8/5/2015

22 Comments

 
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If your child is just starting to receive special education services in the public school system, it is extremely important to learn about special education processes, beginning with understanding the IEP (Individual Education Plan) document and all of its components.   The IEP is important to your child’s education, but it can be as equally confusing to understand. 

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The IEP is a long document that contains sections with detailed components:



·       Student Information: this contains all demographic information about your child (age,         grade, exceptionality, language spoken, etc.).  

·       The IEP Team: Who needs to be there?  Anyone who works with and has important               information about your child.  Anyone: Parents, Student, Special Education Teacher,                 Regular Education Teacher, Physical Education Teacher, Therapists, Tutors, someone               who interprets evaluation results, and an LEA (Local Education Agency) Representative –         this is the person authorized to make decisions on behalf of the school district.

·       Special Considerations: This section is a checklist of your child’s specific needs for               services, such as: an FBA (Functional Behavioral Assessment), BIP (Behavioral                         Intervention Plan), Assistive Technology needs, Assistance with Communication, Hearing         or Visual Impairments, and other details are checked off in this section. 

·       Assessment Data:  If your child is taking the statewide assessment test, then the test           results are listed here.  If your child is taking an alternative assessment, in addition to             test results, there must be an explanation provided for why your child isn't participating

        in the statewide assessment. 

The IEP is listed as one of the purposes outlined in the guidance provided in the Individuals with Disabilities Education Act (IDEA).  IDEA requires each state to follow specific guidelines on how services are provided to children with disabilities and their families.   Once a child has been evaluated and meets the criteria for receiving special education services under IDEA, public schools are required to develop an IEP together with the child’s parents/guardians, and then implement the finalized plan.  Each state (and school district) may use different looking IEP templates, but the information required for its completion is the same.  However, the description and the delivery of those services may vary significantly from state to state.  For example, a child may be receiving twenty-five hours a week of ABA therapy comprised of speech, occupational, and behavioral services in one state, while a child with the same diagnosis might be receiving one-hundred-thirty minutes a week of speech, occupational, and behavioral services in another. 

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What does IDEA require exactly?
All children have the right to a Free and Appropriate Public Education (FAPE).

1.       All children who become eligible for special education                  services must have an IEP.

2.      Parents are to participate as equal members and decision-           makers of the IEP team – it is required that they be invited            to the IEP meeting.

3.       Parents are advised of due process rights.

4.       All school records are private and kept confidential.

5.       All children have the right to learn alongside their peers. 

6.       All children have the right to access to the same services, programs and assessments as           their peers.

7.       The IEP should at least be reviewed annually (however, this is not limited to one                     meeting annually).


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·       Present Levels of Performance: How well is your child doing in each of the five                  domains: Curriculum and Learning, Communication, Independent Functioning/Self-help            Skills, Social/Emotional, and Healthcare. It’s important that this section be as                          descriptive as possible. All IEP team members should contribute information on the                  following for each domain:

            o   Your child’s current abilities and strengths (assessment data and other sources are                  listed).

            o   Details on how the disability interferes with your child’s learning or progress.

            o   Your child’s specific educational needs.

Please note that your child may not use all the domains listed.  For example, maybe your child only needs help with Curriculum and Learning and Social/Emotional domains. The IEP will be written with goals, accommodations, related services and supports for those two domains only.

·   Measurable Annual Goals: Based on the data and educational needs expressed in the present levels of performance, a new goal is written for a skill to be mastered, whether it be academic or behavior related. Each goal should be realistically possible for your child to reach by the end of the school year. There are typically at least three goals written in each domain.  

·       Short-term Objectives and Benchmarks: These are not required for each goal,                 unless your child is taking an alternative assessment, or the IEP team decides it is                   needed. Short-term objectives and benchmarks are written to help maximize and support         your child’s success rate in reaching his or her goal.  Short-term objectives are short,               intermediate steps that are achieved before the desired goal.  Typically, there are at least         two for each goal. A benchmark is a major milestone leading to the desired goal. Here is         an example of a goal with short-term objectives:

        Domain – Communication Goal 1:  By May of 2016, Joe will participate in class, using        picture prompt cards to request or express needs in two different settings.  

        Short-term Objective 1: By November of 2015, Joe will be able to express wants and               needs, using pictures in a classroom, 8 out of 10 trials. Data will be collected based on             observation.

        Short-term Objective 2:  By February of 2016, Joe will be able to express wants and                 needs, using pictures during extra-curricular activities, 8 out 10 trials.  Data will be                   collected based on observation.


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Statement of Special Education Services: This section lists and itemizes all related,         specialized, and supplemental services offered to your child. This includes the name of the       service, the location, duration, and frequency. 



Example: 

     Service:         Location:            Initiation:           Duration:             Frequency:

Speech Therapy    Classroom            9/30/2015              6/2/2016            90 min/weekly

·       Related Services: The IEP team decides if your child needs related services. Examples           of related services include: Speech, Language, Occupational, and Physical Therapy,                 Audiology and Interpreting Services, Psychological and Counseling Services,                           Transportation and Specialized Equipment.

·       Medical Equipment:  If your child has special healthcare needs, the IEP team decides if         needs include wheelchair, crutches, tracheotomy equipment, or other special medical               needs.

 ·       Modifications: Modifications are changes made to your child’s curriculum, or the                    content of instructional materials. For example, a modification in reading might mean              that although students in your child’s class are reviewing a book at reading level 3, your          child might be reviewing the same book at reading level 1. 


·         Classroom and Assessment Accommodations:  An accommodation is made to                  make  learning more accessible to your child. An example for an accommodation                      could be that your child needs an extra fifteen minutes to complete a specific                          classroom assignment, or maybe your child needs to use a “ReadAssist” (a tool                        used to highlight one sentence at a time) for reading. Perhaps your child performs                  better on tests if he or she is sitting in a quiet room with fewer distractions.

·        Assistive Technology: The need for these services are determined by the IEP team              and the results of an assessment. Assistive technology could be anything from low-tech            items such as, visual timers, pencil grips, specialized planners, and weighted vests, to              high-tech items such as, communication devices, text-to-speech devices, mouse or                  keyboard alternatives, etc.  

·       Supports for School Personnel:  This section of the IEP is a statement for supports or         training for your child’s teachers and other personnel. This could be training in the use of         a new assistive technology device.

·       Extended School Year Services (ESY):  The IEP team determines if your child is               eligible for extended school year services.  This is a service that is provided to children             that are most likely to regress, or have difficulty retaining learned skills over the long               summer break.  This decision is also determined by the severity of your child’s disability.           ESY days and services are shortened significantly, usually half days are spent at school.           The special education and related services are detailed with the initial times, duration,             and frequency in this section.

·       Other Important Details Include:

             o   Progress Reports - How often updates and reports are shared is decided by the                   IEP team.  Typically, the team follows the same time frame as the distribution of                     school report cards. However, no one is bound to this schedule –especially if data                   repeatedly reveals that a new strategy isn’t working and needs to be changed.                         This is also the best time and opportunity for the team to decide on the methods                     for communicating and sharing information.

              o   Least Restrictive Environment: - A statement should be included as to how                        often your child participates in activities with their peers who have no disabilities.                    An explanation must be included if your child doesn’t spend any time with other                      peers with no known disabilities.  The objective is to place our children in the                         “Least Restrictive Environment” (LRE). 

               o   Transition – If your child is fourteen years old, then it is a Transition IEP, which                     includes information on:

                         §  Age of Majority:  at age eighteen years old, your child reaches the age                               for which he or she is an adult.  All rights are transferred to your child, and                             he or she will make their own decisions at the IEP meeting.

                         §  Student Input:    Your child must be invited to attend the IEP meeting,                               and provide information on his or her concerns, learning and career                                       aspirations, as well as supports needed. 

                         §  Diploma Options and Course of Study:    Is your child on the                                          curriculum track for a standard diploma or certificate of completion?  

                         §  Self Determination:  The IEP team decides on whether or not your child                              needs support, training, and assistance with:

                             ·       Making Choices and Decisions

                             ·       Self-Advocacy

                             ·       Employment and Career Options

                             ·       Independent Living Skills

                             ·       Financial Literacy, Future Planning and Goal Setting

                         §  Transition Service Needs:  these are determined by the IEP team after                              reviewing shared information and assessments taken from the self-                                        determination review process.

One of the things I’ve seen happen repeatedly in the Transition IEP’s I’ve reviewed, is when a child expresses their dreams, interests, or concerns in written form, this information is included and attached to the IEP as the student’s collected input.  Yet, none of his or her information was addressed in the actual Transition IEP.  For example, Johnny wrote in his input form that he hates to be bullied.  He struggles with it every year and he has a hard time making friends.  He also wrote that he needed help with long division math. Yet, under the domain for Social/Emotional, there was no goal for making friends or strategies for what Johnny should do to avoid bullying.  Nor was there a goal in Curriculum and Learning that addressed his need for help with solving long division math problems.  It’s important to note that a Transition IEP is not a separate document.  Transition goals, services, and strategies are woven into your child’s existing IEP.   I will write another blog entitled, “The ABC’s of the Transition IEP” soon!

The IEP process can be an intimidating and daunting experience, but it doesn’t have to be. Taking a collaborative role means you are willing to listen, consider the ideas of others respectfully, and contribute your thoughts and information as a meaningful partner.

© 2015 Sensory Friends

Sincerely, Christine SensoryFriends

22 Comments
Laura Rodriguez link
8/4/2015 07:47:12 am

Esta información es super valiosa puede literalmente cambiar para mejor el futuro de nuestros hijos con necesidades especiales. Muchas gracias Cristi

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Christine Goulbourne link
8/6/2015 03:41:30 am

Gracias por sus palabras amables! Lo agradesco mucho.

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Yanique link
8/4/2015 08:43:11 am

This is such helpful information for families with children who have or need an IEP. As a former school social worker it was baffling to see families receiving services for years but who weren't clear about what the IEP was or what was in it. Thanks for sharing this. Definitely sharing this!

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Christine Goulbourne link
8/6/2015 03:44:42 am

Parents need to know that educators and professionals truly care about their child and want parents to be informed participants of the IEP process. Your post is proof of this. Thank you.

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Christine Goulbourne
8/4/2015 09:34:17 am

Gracias!

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Christine Goulbourne
8/4/2015 09:34:54 am

Thank you, I'm hoping this will assist patents as well.

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Anna Brynild
8/4/2015 12:44:09 pm

Excellent information keep up the great work!

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Christine Goulbourne
8/4/2015 01:21:59 pm

Thank you so much for your kind words!

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Maybelline @ Naturalmente Mamá link
8/4/2015 01:32:28 pm

Great information! relevant and super important!

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Diana Rodriguez link
8/4/2015 01:55:53 pm

Excelente información, la comparto por twitter!

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Christine Goulbourne
8/4/2015 03:33:22 pm

Thank you!

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Christine Goulbourne
8/4/2015 03:34:17 pm

Thank you for visiting and passing along the info to other parents!

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ADRIANA link
8/4/2015 05:57:20 pm

We don't have special kids at home yet it is always good to understand and know about all that is available. Gracias!

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Hogar Mujer link
8/5/2015 04:40:06 am

Informacion muy completa y util, muchas gracias es de mucha ayuda

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S. Yissele link
8/5/2015 08:45:22 am

Very important, great information, thanks for sharing.

¡FELIZ DÍA!ॐ
http://mamaholistica.com

Reply
Christine Goulbourne link
8/6/2015 03:39:59 am

Thank you for stopping by!

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Cesar Diaz link
8/5/2015 10:24:46 am

This is priceless information. Having a child with special needs I know the importance of having the right resources to help you.

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Christine Goulbourne link
8/6/2015 03:38:16 am

I couldn't agree more. Thanks for visiting.

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Alexandra link
8/5/2015 01:45:10 pm

It is very important to learn about special education processess in the public schools sytems. Thanks for sharing!

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Jessica link
8/5/2015 04:10:35 pm

this is a great post...I wish I would have known this a few months ago as a I prepped for my first IEP meeting. I will be pinning this to refer to in the future. Thanks!

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Christine Goulbourne
8/5/2015 05:00:29 pm

I agree- thank you for visiting!

Reply
Christine Goulbourne
8/5/2015 05:01:21 pm

I'm so glad you found it useful! Thank you for visiting!

Reply

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    Author: Christine Goulbourne
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