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IEP Process

Michelle Ramos

Legis. & Impl. of Policy and Procedures

Referral

Referrals are made my the family of the child or school personnel that feel an evaluation may be necessary.

Referrals can be made through written or verbal requests for the future evaluations.

For teachers to refer a child for special education services, there needs to be several attempts to remedy the difficulties and deficits through interventions.

Typically schools will use RTI to demonstrate a child's lack of progress through Tier 3 interventions and a basis for a referral.

According to Understanding Special Education, if a school's professional personnel or parent feels as though their child is showing struggles in school with prior intervention in place a referral should be made (n.d).

Child Find

Child Find is a legal requirement where states must identify, locate, and evaluate all children with disabilities who may need special education services (2016).

Child Find assists any individual from ages birth to 21 suspected of a disability.

Through Child Find, a state will assist families in evaluating their child to see if they are eligible for special education services under the Individuals with Disabilities Act (IDEA).

Evaluation

Must be performed in the child's native language.

The evaluations for a child suspected of having a disability must assess the child in all areas of the suspected disability (n.d).

Evaluation

Key Notes

Informed consent must be given by parents before beginning evaluations.

If the parent disagrees with the evaluation an Independent Educational Evaluation is performed.

Eligibility

Together it is decided if the child is eligible for services under the IDEA.

A group of professionals and parents look at evaluation results.

Parents may ask for a hearing to challenge the eligibIlity decision if necessary.

To be eligible for special education serices. The child must have one or more disabilities under the IDEA:

  • Autism
  • Deaf-blindness
  • Deafness
  • Emotional disturbance
  • Hearing impairment
  • Intellectual disability
  • Multiple disabilities
  • Orthopedic impairment
  • Other health impairment (OHI)
  • Specific learning disability
  • Speech or language impairment
  • Traumatic brain injury
  • Visual impairment

A child's performance must be hindered and impact progress in any area evaluated.

IEP

Development

Design an individualized program for their unique needs.

According to Understanding Special Education, The IEP will be written at the eligibility meeting if it is determined that they require special education services.

The IEP is a legal document that must be created 30 days of the evaluation meeting that determines eligibility.

Changes to the IEP will call for a review meeting. Parents have the right to ask for a review of the IEP at any time.

The case manager from the school will be responsible for ensuring the IEP is implemented with authenticity.

While school districts may have a different format for the IEP, all IEPs should have the following:

IEP Components

Present Level of Performance

Strengths, weaknesses, abilities, and educational needs.

Area(s) of eligibility under the IDEA's 13 disabilities.

Annual goals and objectives

Common Core Standards

Services and supports

Program placement (LRE & FAPE)

Accomodations/Modifications & Participation in Tests

Transition Plans (If applicable)

IEP Meeting

There will be an annual review of the IEP no more than 365 days after the initial and subsequent reviews.

There is an initial IEP meeting 30 days after the evaluation meeting to discuss the components of the IEP and see if the IEP team is on the same page in regards to its implementation and expectations.

At annual reviews, updates are made in regards to student's needs and performances based on the year's goals/objectives.

Since the IEP is not complete yet, any changes can be made and disagreements with the child's placement, services, goals, etc. are discussed.

Present at the IEP meeting is the IEP Team that is composed of the individuals mentioned below:

IEP Team

&

Student Services Team

Educational Diagnostician

The

Professional Evaluators

School Administrator

Parents & Child if applicable

Special

Education Teachers

General Education Teachers

Student Services Team or sometimes called the Student Support Team (SST) is a collaborative school-based, problem solving team that address academic, social, emotional, behavioral concerns that make it difficult for a student to succeed in achieving an appropriate education.

Services

Services & Progress

Resource Services

- Do not take more than 50% of the child's school day. Students receive support through pull-out and push in of services.

Services are provided once the IEP is finalized and agreed upon by all members of the IEP team.

Special Day Programs

- Take more than 50% of the child's school day. Students receive instruction from a special education teacher.

Parents, teachers, and service providers recieve a copy and are aware of their role and responsibilities in the successful implementation of the IEP.

Accommodations and Modifications

- All teachers adapt and include accommodations and modifications listed within the IEP to help the student progress towards learning and goals.

Progress is measured towards the annual goals that are measurable, clear, achievable, and observable. Throughout the year progress reports are sent to inform parents whether progress has been made towards the goals.

Designated Instructional Services.

- Speech/language therapy, audiology, mobility, adaptive PE, PT and OT, counseling, etc.

The child's IEP is reviewed by the IEP team each year or whenever the parent requests a review.

IEP Evaluation & Review

If the IEP needs to revised, the team will meet and make suggestions towards changes, disagreements with goals or placement.

Every 3 years, a child must be reevaluated. This is called the "triennial" meeting to see if the child still requires special education services due to their disability. Or, if the child needs to continue services. A parent may ask for a reevaluation at any time.

Procedural Safeguards

Procedural Safeguards is a document that guarantees parents and their child with disabilities are provided their rights under the IDEA. The procedural safeguards must be provided to the parents prior to the intial IEP meeting. Safeguards include:

  • Access to student records.
  • Rights to ask that records be amended.
  • Parents rights to participate in meetings regarding their child's IEP and education.
  • Parent notifications rights with prior written notice.
  • "Stay Put" Rights about current IEPs staying in place while working on an agreement with the school.
  • Confidentiality
  • Informed Consent
  • Rights to the independent education evaluate, surrogate parents, etc.

References

Special Education Guide (n.d) IEP Process Explained. Special Education Guide. Retrieved on March 22, 2019 from https:/

/www.specialeducationguide.com/pre-k-12/individualized-education-programs-iep/the-iep-process-explained/

Understanding Special Education (2016). Understanding the IEP Process. UnderstandingSpecialEducation.com. Retrieved

on March 22, 2019 from https://www.understandingspecialeducation.com/IEP-process.html

U.S. Department of Education (n.d) A Guide to the Individualized Education Program. .Department of Education.

Retrieved on March 22, 2019 from https://www2.ed.gov/parents/needs/speced/iepguide/index.html

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