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IEP Process

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Kristin Sims

on 1 June 2013

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Transcript of IEP Process

Resources: http://www.education.com/reference/article/steps-ndividualized-education-program-IEP/ Stages of the IEP Process Recognition Teacher, parent, administrator, counselor or other caregiver recognizes a consistent need or problem exhibited by the student.
The problem can be in the student’s academic, social, emotional, behavioral, and/or physical ability.
Parents/caregivers and educational professionals meet to discuss the appropriate support system for the child.
Pre-referral Pre-referral activities are used to screen students before more formal identification procedures are implemented.

The assessments used during the pre-referral step of the IEP process are intervention-based and are made in the student's general education class using direct measures of performance (response to intervention (RTI)).

Teachers try different validated teaching approaches to determine whether faulty instruction is the source of the problem.

Students whose learning remains challenged are referred to special education and the next step of the IEP process. Referral If pre-referral interventions are unsuccessful, an individual is referred for special education services.

Child Find:
 All states conduct Child Find activities to identify children that may have a form of disability.
Parents of those children are asked for permission to evaluate their child further.
Parents can also call the Child Find office and ask that their child be evaluated.

Referral or Request for Evaluation:
School professions may recognize signs odisabilitiesies in students.Parents must give permission for evaluation. Parents may also contact their child’s teacher to formally request an evaluation

Evaluation Evaluations are conducted by multidisciplinary teams made up of professionals who have expertise in each area of concern. Each member helps to evaluate the student's unique strengths and needs.

Evaluation includes assessments related to the need for transition services.

Evaluations include many different types of data used to inform the team about the student's abilities: medical history, information about social interactions at school and at home, adaptive behavior in the community, educational performance, interpersonal relationships, intelligence testing, learning style, and acuity are considered.

These evaluations serve as a baseline indicative of the student's performance. Eligibility The data rendered through evaluating the student is used to identify students who have a disability and qualify for special education services.

The IEP committe is now responsible for determining what services (special education and related) the student is eligible for. IEP Process IEP Implementation IEP Re-Evaluation The actual individualized education plan (IEP) for the student is developed during this stage.

The IEP team makes important decisions about appropriate education, services, resources, and placement for the student.

Appropriate educational and functional (if necessary) goals and objectives for the student are made.

The IEP dictates what is considered to be an appropriate education for that student. Now the student's services and individualized education program begin.

Minor changes to a student's IEP do not warrant holding another IEP meeting. If the changes are major, then parents must be notified in writing and the IEP team must meet. The IEP team meets annually to evaluate the student's progress with their current IEP, and determines the next year's IEP.

Students should be meeting their IEP goals and making educational progress.

Determine if formal assessments are necessary annually.

Determine if the student requires special education services for the next year. Kristin Sims
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