IEP Flow Chart

Audio Transcript Auto-generated

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  Hi this is Anisa Brittingham and this is my I. E. P. Flow chart.

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  So first we're gonna start with our child, find the I. D. A.

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  Mandates that school districts have the responsibility to identify,

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  find and evaluate students who live within

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  their boundaries of having a disability.

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  You may also do referrals.

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  A parent teacher or school personnel can request an evaluation, referrals,

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  should be in writing and be dated, signed and copied.

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  Then we move on to assessments.

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  There are many assessments that can be used to evaluate a child for an I. E. P.

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  These are the top five that should be used

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  once assessments are completed then you can move over to the eligibility process.

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  After the assessments are completed to be eligible for an I. E. P.

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  The child must have one of the 13 disabilities defined by I. D. A.

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  And the impact of the disability must create a need and or service

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  once you are eligible for an I. E. P. Then you need to meet the I. E. P. Team.

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  So the team members will be the parent or guardian,

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  General education teacher aspect education teacher district

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  representative an expert to interpret evaluation evaluations

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  which can be the special education teacher.

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  The child can be part of the team as long as the child is 16 years or older

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  a translator.

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  Additionally you can have a parent advocate or a

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  parent could have a friend to come help them.

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  Also on the team are the students service team?

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  They are also known as an intervention team.

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  School based problem solving teams or the child study teams.

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  Either name that you are familiar with.

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  These are all um a group of educators,

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  administration and other staff to meet regularly

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  to address concerns about their students.

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  Now getting into the I. E. P.

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  The I. E. P.

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  Meeting is um will be the team will work together to

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  identify the special education services and support for the student.

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  This process leads to the written record which is the I. E. P.

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  Which is a document to services and supports that will be needed

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  When they developed these I. E. P. S. They need to keep in mind of the child strengths.

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  The concerns regarding the child's education results of most recent evaluations,

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  academic developmental and functional needs and the special factors

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  also within the I. E. P. The components that need to have are the skill level.

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  The annual goals.

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  Progress tracking special education services, duration of services,

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  participate in mainstream classrooms,

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  test and adaptations and transitional goals and services.

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  And lastly, um the procedural safeguards.

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  Um there are about 10 that need to be within the I. E. P.

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  So written explanation of your rights, um parent participation,

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  access to educational records,

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  confidentially confidentiality of information informed

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  consent which is parental consent,

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  prior written notice, understandable language,

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  independent educational evaluations,

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  The stay put rights and dispute resolution options.

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  Lastly we go into the report. So progress reports.

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  They must include how and when progress will be measured.

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  They need to have measurable annual goals and benchmarks

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  within the evaluations and the reviews. So each i. E.

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  P is reviewed annually and each i. E. P is re evaluated every three years.

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  So that is my flow chart of an i. E. P.