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Navigating the IEP Process

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Shannon Ooten

on 5 April 2014

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Transcript of Navigating the IEP Process

Navigating the IEP Process
What does the law say?
If the student is eligible for services, a multi-disciplinary team must develop an individualized education plan.

The plan is designed to address the student’s specific needs.

The plan includes annual goals, setting, related services (if appropriate), and modifications/ accommodations.

This plan must be reviewed annually.
The student must be re-evaluated at least every three years.
Federal: IDEA 2004 - 20 U.S.C. 1400
“to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.”
The Team
This seminar is an overview of the
IEP process, the regulations, and
procedures that govern that process.
The Journey Begins...
*Student Assistance Program (SAP)
*Intervention Team (IT)
*Response to Intervention (RtI)
*Parent Request for Evaluation
*Third Party Notifications
Third Party Referrals
To test or not to test?
A complete and individualized evaluation of a child’s needs must be conducted before any action is taken with respect to determining eligibility for special education. NC 1503-2.5
Additional Info
14 Areas of Disability
Transition Plans
Continuum of “Placement”
When do we review the IEP?
EC Separate Classrooms
PLAAFP describes the student’s strengths and
needs and is the basis for accommodations,
modifications and special services.
Current * Objective * Measurable
If found eligible...
An IEP may be amended after
the annual IEP meeting.
No longer Eligible
Student Profile
Dispute Resolution
Present Level of Academic &
Functional Performance

Reevaluation is required before determining the child does not have a disability unless the change in eligibility is due to:
The student can be placed in an Interim Alternative Educational Placement (IAES) for up
to 45 school days.
Please Remember...
Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and
(ii) Revises the IEP, as appropriate, to address—
(A) Any lack of expected progress toward the annual goals and in the
general education curriculum, if appropriate;
(B) The results of any reevaluation conducted
(C) Information about the child provided to, or by, the parents
(D) The child's anticipated needs; or
(E) Other matters.
NC 1503-5.1
*Parents can request a review of the IEP at anytime.
What if I would like to make changes to my child’s IEP?
Does not mean testing will occur.
Testing may occur if the LEA determines additional information is needed.
If the team decides not to test, the parent may request testing and the child will receive an evaluation.
Re-evaluation may occur not more than once a year, unless the parent and school agree otherwise.
A re-evaluation must occur once every three years.
Preparing for the IEP Meeting
Weapons, Drug Violation or Infliction of Serious Bodily Injury.
* Get to know the people on the IEP Team.
* Gather your child's documentation.
* Write down questions & concerns.
* Write a description of your child.
* Think & act positive.
* Be a leader in keeping up the team atmosphere.
* Discuss report cards & progress notes.
* Take notes.
* Talk it out.
Thank you for attending the Parent Institute today!
We hope you found this information informative and useful.
Should you have any questions, please contact us.
Individualized Education Plan
Autism Spectrum Disorder
Developmental Delay
Emotional Disability
Hearing Impairment
Intellectual Disability
Multiple Disabilities
** A medical diagnosis alone does not enable the child to meet the criteria.

To Qualify:
(1) Student must meet the criteria as defined in one of the
fourteen areas of disability.
(2) The disability must have a significant impact on the student’s
(3) The student must demonstrate the need for specialized
education to address the impact.

A student can be eligible in more than one category, with Primary and Secondary areas of eligibility listed on the IEP.

NOTE: The area of eligibility is used only to qualify for services. Once eligible, services are determined on an individualized basis to meet the needs of the student.
*A statement of the child’s present level of academic
achievement and functional performance.
*A statement of annual goals.
*How progress toward meeting those goals will be measured.
*The extent, if any that the child will not participate with
non-disabled peers.
*Appropriate accommodations, if applicable, for State and
District-Wide assessments.
*Any related services and supplementary aids and services.
Continuum of Services and the date in which the supports and
services listed in the IEP will begin.
IEP Components
IDEA is used to get “meaningful educational benefit”,
not to “maximize a child’s potential”.
Based on the Present Level of Performance.
Should describe a reasonable accomplishment
within one year.
Must be S.M.A.R.T.
Specific*Measurable*Action Words*Realistic*Time Related
Measuring Goals
Least Restrictive Environment
Modifications & Accommodations
Related Services & Supports
* When a public agency, as defined at NC 1500-2.27 or parent suspects that a child may be a child with a disability, he/she shall provide in writing the reason for referral, addressing the specific presenting concerns and the child’s current strengths and needs. This referral shall be given to the principal of the school, the child’s teacher or other school professional, or the Superintendent or other appointed official of the LEA. For preschool children with disabilities, the referral may also be given to the person designated as the person in charge of services for preschool children with disabilities.
Timeline for responding to a notification made by person other than parent or LEA. Within thirty (30) days of receipt of written notification of concerns regarding a child, the LEA shall issue a written response to the child’s parent.
If the team determines that an evaluation is needed. Parental permission to test will be requested. If permission is granted the team has 90 days to complete the process.
Special Factors
The Individualized Education Plan (or Program) is a written statement for a child with a disability that includes:
Benchmarks and Objectives
North Carolina Policies Governing Services of Children with Disabilities
The Referral Meeting
NC: General Statute 115C, Article 9 Education of Children with Disabilities
“The goal of the state is to provide full education opportunity to all children with disabilities who reside in the State.”

NC Policy Pertaining to Referrals
You should be given a copy of the Procedural Safeguards: Handbook on Parents’ Rights.
Orthopedic Impairment
Other Health Impairment
Specific Learning Disabilities
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment, including blindness
Regular Education Teacher
Special Education Teacher
LEA Representative
Person to Interpret Data

Others who have knowledge about the
Related Service Providers
Child, When Necessary
Overall Strengths
Summary of Assessment Information
Parent Concerns
Parent’s Vision for the Child’s Future
Limited English Proficiency
Braille Needed
Special Communication Needs
Deaf or Hard of Hearing
Assistive Technology Devices
Adaptive P.E.
Is the child 14?
Is the
child 17?
Is the
child 17?
Did you know...? There's a app for that!
Start @ age 14 & Includes
Post Secondary Goals
Age 16 - Goals should focus on the transition from school to post-school
Is the
child 17?
Annual Goals
Progress Reports
Teacher Made Tests
Report Cards
NC 1501-3.1 “To the extent appropriate, children with disabilities are educated with children who are non-disabled.

”NC 1501-3.2 “Each LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services.
Preferential seating
Modified Assignments
Extended Time on Tests
Teacher Notes
If Applicable - Alternate Assessments
Audiology Services
Occupational Therapy
Counseling Services
School Nurse Services
Speech-Language Therapy
Interpreting Services
Physical Therapy
Assistive Technology
Specialized Physical Education
Placements are determined by the percentage of time a student is
removed from his/her non-disabled peers during the school day.

Cross Categorical
Developmental Needs
Hearing Impaired
Intellectual Disability - Mild
Intellectual Disability - Moderate
Intellectual Disability –- Severe
Multiple Disabilities
Occupational Course of Study
Serious Emotional Disability
*Graduating with a regular high school diploma; or*Reaching maximum age for eligibility (22).
Yes, a student with a disability can be suspended up to 10 days.

On the 11th day (cumulative) a Manifestation Determination meeting is held to determine if the behavior is linked to the disability.
What if the incident involves:
*Facilitated Problem Solving
Steps along the way....
Full transcript