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Collaboration in the Process of an IEP

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K. Davis

on 20 April 2011

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Transcript of Collaboration in the Process of an IEP

Collaboration in the Process of an IEP Individualized Education Plan’s (IEP) were implemented in the creation of the Individual Disability Education Act, and then reiterated in President Bush’s No Child Left Behind Act of 2001.

“The IEP serves as a roadmap for teachers and parents to ascertain improvements in the child's functioning within academic, social, and/or adaptive domains.” Individualized Education Plan Who makes up the IEP Team? 1. The parent(s)

Key members of the IEP Team
knows their child very well and can talk about
their child's strengths and needs
offer insight to how their child learns
report on whether the skills the child is learning
in school are being used at home 2. The student If transition service needs are going to be discussed, the student must be invited.
allows the them to have a strong voice in their
own education and can teach self-advocacy
and self- determination. 3. General Educator Knows the general curriculum (SCOS)
can recommend aids, services or changes to
educational program that will help the child
to learn and achieve
recommens/implements strategies to help the child
with behavior
may discuss supports for school staff that are needed
-advance towards annual goals
-be involved in progress in general curriculum
-participate in extracurricular activities
-be educated with other children 4. Special Educator Expert in modifying the general curriculum to help the child learn.
recommends supplementary aids and services
knows how to best modify testing
understands and communicates other aspects of
individualizing instruction 5. Individual who can Interpret Evaluation Results This member must be able to talk about instructional implications of the child's evaluation results
Counselor 6. School System Representative Knows a great deal about special education services and educating children with disabilities
can talk about necessary school resources
important that this individual have authority to commit resources and be able to ensure services in the IEP are provided. 7. Transition Services Agency Representative When meeting purpose is to consider needed transition services
responsible for providing or paying for transition services
help plan any services needed
can commit the resources of the agency to pay 8. Others Advocate
School system may invite one or more individuals who can offer special expertise or knowledge
- Occupation/physical therapist
- Adaptive Physical Education Providers
- Psychologists
- Speech Language Pathologists Who can partner with who? General Educator --> Special Educator Work together to develop interventions for the student Principal --> General & Special Educator Works with the two to oversee and add input Interpreter --> Parents & General Educator Works with parents and general educator to make sure there is a common understanding. Advocate --> Parents & General Educator Works with the parents and general educator to make sure the child is receiving the best education with inclusive rights. So many more possibilities! Why have an IEP? Planning for individual learning needs has been a feature of special educational provision for sometime. An IEP Allows the student to progress at a level commensurate with ability
Involves collaboration between all partners
Focuses teaching strategies
Ensures records are kept Step 1. Child is identified as possibly needing special education and related services.
"Child Find." The state must identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct "Child Find" activities. A child may be identified by "Child Find," and parents may be asked if the "Child Find" system can evaluate their child. Parents can also call the "Child Find" system and ask that their child be evaluated. Or — Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent.

Step 2. Child is evaluated.
The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.
Step 3. Eligibility is decided.
A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability," as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision.
Step 4. Child is found eligible for services.
If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
Step 5. IEP meeting is scheduled.
The school system schedules and conducts the IEP meeting. School staff must:
• contact the participants, including the parents;
• notify parents early enough to make sure they have an opportunity to attend;
• schedule the meeting at a time and place agreeable to parents and the school;
• tell the parents the purpose, time, and location of the meeting;
• tell the parents who will be attending; and
• tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.
Step 6. IEP meeting is held and the IEP is written.
The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team. If the child's placement is decided by a different group, the parents must be part of that group as well.
Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting.
If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.
Step 7. Services are provided.
The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.
Step 8. Progress is measured and reported to parents.
The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.
Step 9. IEP is reviewed.
The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency.
Step 10. Child is reevaluated.
At least every three years the child must be reevaluated. This evaluation is often called a "triennial." Its purpose is to find out if the child continues to be a "child with a disability," as defined by IDEA, and what the child's educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation.
The Reader's Digest of an IEP So what does this mean? Step 1:

The student is identified.
A referral or request is sent to the parent.
The parent has to give consent every step of the way.
Evaluation must be completed soon after parent consent. Step 2:
The student should be evaluated in areas that are related to the potential disability.
Results of the evaluation will determine if the child will recieve special services.
AGAIN, The parents must agree.
Step 3:
A board of professionals evaluate the results from the previous testing to determine if the student will recieve services.
They use the IDEA's defintion of a "child with a disability." (There are 14 disablity categories.)
The DEC 3 form is completed.
PARENTS have to be on-board! Step 4:
Once the student is deemed eligible, the IEP team MUST have the IEP written within 30 CALENDAR days. Step 5:
Schedule the IEP meeting.
Make sure the parents/those involved can come.
Parents need to know the purpose of the meeting and who will be attending.
Tell the parents that they can also bring important people in the child's life or an advocate. Step 6:
Finally, there is an IEP meeting!!!
The team talks about the student's strengths and weaknesses.
The IEP is written to meet the child's needs by setting goals for them.
Parents must give consent...again. IEP Step 7:
The services must me provided in accord with the IEP.
The parent must recieve a copy of the completed IEP.
All of the student's teachers and service providers have a copy and understand their role and responsibilites as stated in the IEP. Step 8:
The student's progress is monitored.
Parents are given reports regularly
This step is to make sure the goals created for the student are being serviced. Step 9:
Atleast, every year the IEP must be reviewed and revised.
This includes updating goals and services.
Parents are still important!
Step 10:
The student must be re-evaluated every 3 years.
How not to act during an IEP Friend, M, & Cook, L. (2009). Interactions: collaboration skills for school professionals. Boston, MA: Prentice Hall. Küpper, L. (2000, July). My child's special needs. Retrieved from http://www2.ed.gov/parents/needs/speced/iepguide/index.html Murray, T. (2006, May). Guidelines on the individual education plan process. Retrieved from http://www.ncse.ie/uploads/1/final_report.pdf Salend, S. (2010). Creating inclusive classrooms. Boston, MA: Pearson. Smith, D. (2007). Steps in the iep process. Retrieved from http://www.education.com/reference/article/steps-ndividualized-education-program-IEP/ Cortellessa, C. (2008, January). Individualized education programs. Retrieved from http://kidshealth.org/parent/growth/learning/iep.html# RESOURCES Erica Schroeder
Heather Stallings
Kristen Davis
Lauren Walker
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